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TWO-BOOK COURSE
IN ENGLISH
BOOK ONE
LESSONS IN THE USE OF ENGLISH
BY
MARY F. HYDE
AUTHOR OF " PRACTICAL LESSONS IN THE USE OF ENGLISH "
"A PRACTICAL ENGLISH GRAMMAR"
"WORD ANALYSIS," ETC.
BOSTON, U.S.A.
D. C. HEATH & CO., PUBLISHERS
1901
I-/
Copyright, 1900
By MARY F. HYDE
ALL RIGHTS RESERVED
J. S. Gushing & Co. — Berwick & Smith.
Norwood Mass. U.S.A.
PREFACE
The Two-Book Course in English is designed to meet the
needs of those pupils who require practical training in the use
of language with a systematic and complete course in English
grammar.
This book provides for three years' work, and is intended
for pupils who are beginning to write English.
The leading aims of the work are to develop the child's
power of thought, to form in him habits of correct expression,-
and to give him a taste for good literature.
In the selection and arrangement of material, constant
care has been taken to provide for the present interests and
the future needs of children. Such facts about the EngHsh
language as are most essential to its correct use are given, and
these facts are so presented that the pupil is led to exercise his
own powers of observation at every step.
Provision is made for the daily application of the facts
learned, but this practice is not confined to the special exer-
cises in which the various points are first considered. By
means of simple exercises in dictation, reproduction, narration,
-_^nd description, the pupil is given varied practice in using the
. 'same fact again and again, that his use of correct forms may
r. become fixed, and that he may be led to apply these forms
-unconsciously both in speech and in writing.
I 1184-7
iv PREFACE
Numerous exercises in oral composition are given for the
purpose of training the pupil in the expression of connected
thought. These exercises, based on old fables and classic
myths, will not only give the pupil self-possession and aid him
in telling readily and accurately what he has seen, heard, or
read, but they will also increase his vocabulary, train him in
logical thought, and familiarize him with some of the fables
and myths to which allusion is so frequently made in English
literature.
The exercises in written composition are varied and lead
to definite results, and the pupil's interest is awakened and
his thought stimulated by means of questions, outlines, or
pictures.
Special attention is given to letter-writing. Models of
correct form are given, and the exercises are planned to
secure ease and naturalness of expression.
Selections from some of the best writers are introduced,
that, while the pupil is learning certain facts about the Eng-
lish language and gaining the power to grasp a writer's
thought from the printed page, he may at the same time be
forming a taste for good literature.
Especial thanks are returned to the several publishers who
have kindly permitted selections from their publications to be
used. Particular acknowledgments are offered to Messrs.
Houghton, Mifflin, & Co. for permission, by special arrange-
ment, to use selections from the works of Longfellow, Whittier,
and Lucy Larcom.
M. F. H.
SUGGESTIONS TO TEACHERS
It is not expected that the exact amount of work laid out
in each lesson will be all that is required for every class.
Such additional exercises should be given as the needs of the
class may demand.
All written work must be carefully done. Whenever the
pupil constructs a sentence, whether to illustrate the use of
a word or to state a fact, he should be required to do the
work in such a manner as to increase his power of thought
and to cultivate his power of expression. He should be
inspired to put forth his best effort in every exercise.
There must be a constant application of the facts learned.
The teacher should keep a record of the most common
errors committed by the pupils in their written work, and
should prepare simple dictation exercises containing the
correct forms of the misused words or expressions.
When ready to give a dictation exercise, read each sentence
slowly once (unless the sentence is long); then require the
class to write it. In dictating a long sentence, a paragraph,
a stanza of poetry, a letter, or any similar matter, first read
the entire selection through, in order that the pupil may
know what he is to write, and then dictate the separate
parts in the same way that you would dictate a short
sentence.
Vi SUGGESTIONS TO TEACHERS
Much of the work, particularly in composition, is meant
to be suggestive merely. All school studies afford good
material for work in composition. Whatever the pupil is
interested in, whether it be a topic connected with his read-
ing, geography, history, nature, or other lesson, will furnish
him a good subject for composition.
Pupils should tell and retell in their own words the fables
and myths contained in the book, until they become so
familiar with the stories that they can never forget them.
There should be frequent repetition, also, of the poems
that are committed to memory.
The sentences in large type are to be used in developing
the various subjects. The pupils should read these sentences
from the book, and should answer orally such questions on
them as may be asked. The questions in smaller type are
for the use of the teacher, but they should not be followed
too closely. The teacher should add such questions of her
own as may be needed to make the subject clear. After
the pupil has been led, by means of questions, to see the
truth presented, he should, without assistance, write the
exercise which follows.
Attention to the language used by pupils should not be
confined to the recitation period in English. Every state-
ment made, every question answered in the course of a lesson
in arithmetic, geography, history, or other study, should be
expressed in clear, accurate, straightforward English.
CONTENTS
PART FIRST
LESSON PAGE
I. The Sentence i
II. Statements . 2
III. Oral Composition — The Wind and the Sun ... 3
IV. Questions .......... 4
V. Selection to be Memorized — Lady Moon .... 5
VI. A Picture Lesson 6
VII. Commands ......... 8
VIII. Oral Composition — The Dog and his Shadow . ... 9
IX. Exclamations 10
X. The Paragraph ... .... . .11
XL Names 12
XII. How to Write Names . . . . . . -13
XIII. A Picture Lesson -14
XIV. Given Names and Surnames 16
XV. How to Write Initials . . " 17
XVI. Selection to be Memorized — What the Birds Say . . 18
XVII. The Word/ 19
XVIII. Composition 20
XIX. Names of Cities and Streets 20
XX. Composition ......... 21
XXI. Composition — The Lion and the Mouse .... 22
XXII. Names of the Days 23
XXIII. A Picture Lesson 24
XXIV. Names of the Months , . .25
XXV. Abbreviations 26
vii
vm
CONTENTS
LESSON PAGE
XXVI. Selection to be Memorized — Tlie Months ... 27
XXVII. Dictation Exercise ..28
XXVIII. The Seasons 29
XXIX. Oral Composition — The Ants and the Grasshopper . 30
XXX. Selection to be Memorized — Song of the Grass Blades 31
XXXL A Picture Lesson • . 32
XXXII. Titles . 34
XXXIII. The Words Uncle and Aunt 34
XXXIV. How to Write Dates 35
XXXV. A Letter 38
XXXVI. Composition — A Letter 38
XXXVII. Addresses 39
XXXVIII. Composition — Letters 41
XXXIX. A Picture Lesson 42
XL. Is and Are .44
XLI. Dictation Exercise ....... 45
XLII. Composition — The Crow and the Pitcher ... 45
XLIII. Was 2.vi6. Were 46
XLIV. Review 47
XLV. Oral Composition — The Frogs and the Mice . . 48
XLVI. Has and Have 50
XLVII. Composition — Description of Pets .... 51
XLV I II. Words to Use with You 53
XLIX. A Picture Lesson -54
L. Quotation Marks .56
LI. The Comma with Quotations ..... 57
LI I. Dictation Exercise ....... 58
LIII. Composition — The Fox and the Crow . ... 58
LIV. The Comma in Address 59
LV. Dictation Exercise ....... 60
LVI. Oral Composition — The Hare and the Tortoise . . 60
CONTENTS
IX
LESSON PAGE
LVII. Contractions . . . . . . . . 6i
LVIII. Dictation Exercise ....... 62
LIX, Selection to be Memorized — The Brown Thrush . . 63
LX. A Picture Lesson 65
LXI. Oral Composition — How Apollo Got his Lyre . . 66
LXIL Review 67
PART SECOND
LXIIL The Two Parts of a Statement 71
LXIV. Names 72
LXV. Proper and Common Names ..... 73
LXVL Oral Composition — Phaethon 75
LXVIL When to Use Capital Letters 'j'j
LXVin. Dictation Exercise 79
LXIX. A Picture Lesson . 81
LXX. Words Derived from Proper Names . . . .81
LXXL Dictation Exercise . . . . . . .82
LXXIL Review 83
LXXIII. Composition — The Four Sunbeams .... 85
LXXIV. Names that Mean More than One . . . .87
LXXV. Names that Mean More than One .... 88
LXXVL Oral Composition — The Vain Jackdaw ... 89
LXXVIL Names that Change/ or /^ to 7/^^ 90
LXXVin. Review 90
LXXIX. Composition — The Boy and the Wolf ... 91
LXXX. Plural Forms of Nouns Ending in J .... 92
LXXXL Other Plural Forms 93
LXXXIL A Picture Lesson . .94
LXXXIIL Review . . .96
LXXXIV. Dictation Exercise . 98
LXXXV. Composition — What Makes the Ocean Salt ? . . 98
CONTENTS
LESSON PAGE
LXXXVI. Words that Denote Possession loo
LXXXVII. Possessive Forms of Plural Nouns Ending in j . . loi
LXXXVIII. Possessive Forms of Plural Nouns not Ending in s . 102
LXXXIX. A Picture Lesson 104
XC. Study of Selection — From '-The Yellow Violet" . 105
XCI. Dictation Exercise 105
XCII. Words Used for Nouns 106
XCIII. Selection to be Memorized — The Sea . . . 108
XCIV. Oral Composition — Proserpine 109
XCV. Words that Describe 112
XCVI. Composition — Description of Lost yVrticle . -113
XCVIL Study of Selection — From "The Children's Hour '^ . 114
XCVIIL Composition — Description of Our Flag . . .116
XCIX. Words that Point Out 116
C. T/ie, and An or A 117
CL Composition — A Walk 120
CIL Review .120
CIIL Dictation Exercise 121
CIV. Words that Assert 122
CV. Transitive and Intransitive Verbs . . . -123
CVL Singular and Plural Forms of Verbs .... 124
CVIL Study of Description — How FHes Walk . . . 127
CVIIL Oral Composition — Orpheus and Eurydice . . . 128
CIX. Words that Show I/otv 129
ex. Words that Show When . . . . . -131
CXL Words that Show Where 132
CXIL Composition 133
CXIIL Use of Negatives 134
CXIV. A Picture Lesson 136
CXV. Review. . . . - 137
CXVL Words that Show Relation . . . . . -139
CONTENTS
XI
LESSON
CX VI I . Study of Selection — Robert of Lincoln
CXVIII. Nominative Forms of Pronouns .
CXIX. Objective Forms of Pronouns
CXX. Possessive Forms of Pronouns
CXXI. Dictation Exercise . . * .
CXXII. Oral Composition — Arachne
CXXIII. Words after Is and Was
CXX IV. Composition — The Rainbow
CXXV. Words that Connect .
CXX VI. A Picture Lesson ....
CXXVII. Interjections
CXX VIII. Dictation Exercise
CXXIX. Parts of Speech . .
140
145
146
147
148
149
150
152
153
155
156
157
157
PART THIRD
CXXX. Uses of Sentences 159
CXXXI. Subject and Predicate . . . . . . .161
CXXXII. Transposed Order 163
CXXXI 1 1. Imperative Sentences 164
CXXXIV. Interrogative Sentences o 165
CXXXV. Exclamatory Sentences 166
CXXXVI. Phrases 167
CXXXVII. Adjective Phrases . . . . . . . .168
CXXXVIII. Adverbial Phrases . 169
CXXXIX. Study of Selection — The Gladness of Nature . . 170
CXL. Letter- writing 172
CXLI. Clauses 173
CXLII. Relative Pronouns 174
CXLIII. Composition — Our Song Birds 175
CXLIV. Adjective Clauses 176
CXLV. Adverbial Clauses 177
Xll
CONTENTS
LESSON PAGE
CXLVI. Letter-writing „ 178
CXLVII. Oral Composition — Balder 178
CXLVIII. Position of Modifiers 180
CXLIX. Composition — Yellowstone Park . , . . .181
CL. Phrase Modifiers 181
CLI. Clause Modifiers 182
CLII. Letter-writing 183
CLIII. Forms of Sentences 183
CLIV. Simple Sentences 185
CLV. Punctuation of Compound Sentences . . . .186
CLVI. Composition — A Western Ranch . . . .187
CLVII. Complex Sentences 188
CLVIIL Compound Sentences . . . . . . .189
CLIX. Letter-writing .189
CLX. Divided Quotations 190
CLXL Composition — The Lark and Her Young Ones . . 191
CLXIL Indirect Quotations 192
CLXIII. Study of Indirect Quotations 193
CLXIV. Oral Composition — Mercury and the Woodman . . 195
CLXV. The Comma 195
CLX VI. Dictation Exercise 196
CLXVII. Composition — Uses of Forests . . . . . 197
CLXVIII. Explanatory Expressions 197
CLXIX. Intermediate Expressions 198
CLXX. Letter-writing 200
CLXXI. Transposed Expressions 200
CLXXII. Study of Selection — The Daffodils .... 202
CLXXIII. Review of Punctuation 204
CLXXIV. Additional Exercises in Composition .... 205
List of Abbreviations 207
Index 209
Part First
LESSON I
THE SENTENCE
Tell something about your book. Tell something about your
pencil. Tell something about your desk-
Think of some object at your home. Tell something about the
object. Think of something that you saw on your way to school.
Tell what you saw.
Tell what you think about the weather to-day. Ask something
that you would like to know about the weather to-morrow.
When you use words to express a thought, you make a sentence ;
as, —
1. The sun is shining.
2. The sky is blue.
3. Look at the clouds.
4. Which way is the wind ?
Read the sentences. What is the first sentence about ? What
is the second sentence about ? What does the third sentence do ?
What does the fourth sentence do ?
A sentence is the expression of a complete thought in words.
2 LESSONS IN ENGLISH
EXERCISE
Copy these sentences. Winte your very best : —
1. LoxrL olXKib -WteAf^.
2. 5t kai) trLoJriL uuiltcrar urinrucS,
LESSON II
STATEMENTS
1. Autumn Is here.
2. Crickets chirp.
3. The swallows have gone.
About what does the first sentence tell something ? What is
told about it?
About what does the second sentence tell something? What is
told about them?
What does the third sentence tell?
Give a sentence telling something about your hat. Give a sen-
tence telhng what you like to do. Give a sentence that will tell
your age. Give one that will tell where you live.
A sentence that tells or states something is a statement.
ORAL COMPOSITION 3
With what kind of letter does the first statement in this lesson
begin? the second statement? the third statement?
What mark is placed after the first statement? after the second
statement? after the third statement?
Every sentence should begin with a capital letter.
A period should be placed after every complete statement ; thus, —
TKjz, luvacL -^Gw^ tkiz. -fizxiuei).
EXERCISE
(i) Write a statement telling zvhere the snn rises.
(2) Write a statement telling where the sim sets.
(3) Write a statement telling in what directio7i the snn
appears to move.
(4) Write a statement telling one thing that the snn gives
us.
(5) Write a statement telling another thing that the snn
gives us.
LESSON III
ORAL COMPOSITION
EXERCISE 1
Read this story: —
THE WIND AND THE SUN
The North Wind and the Sun had a dispute as to which
of the two was the stronger. While they were talking, a
traveller came in sight, and they agreed that the one should
be called stronger who should first make the traveller take
off his cloak.
4 LESSONS IN ENGLISH
The North Wind first tried his power, and blew with all
his might ; but the keener his blasts, the more closely the
traveller wrapped his cloak around him. At last, giving up
all hope of victory, he called upon the Sun to make a trial
of his strength.
Then the Sun shone out with all his warmth. As soon as
the traveller felt the intense heat of the Sun, he loosened his
cloak, and soon flung it aside, hastening for protection to the
nearest shade.
EXERCISE 2
Tell in your own words the story of " The Wind and
the Sun.'"
LESSON IV
QUESTIONS
1. The horses ran away.
2. What made the horses run ?
3. Did they run far?
4. Was any one hurt ?
What is the first sentence about ? What is said about the
horses ?
What is the second sentence about? Does the second sentence
tell anything about the horses? What does it do?
What does the third sentence do? What does the fourth sen-
tence do?
Ask something about a watch ; about a kite ; about a butterfly.
What is a sentence that asks something called?
With what kind of letter does the first question begin ? the second
question? the third question?
SELECTION TO BE MEMORIZED 5
With what kind of letter should every sentence begin ?
What mark is placed after the first question? after the second
question? after the third question?
The mark (?) is called an interrogation point.
An interrogation point should be placed at the end of a question ;
thus, —
UO UOUL UuL to /UuJx ?
EXERCISE
Write answers to the following questions. Make each
answer a co^nplete statement: —
(i) Where do we see the moon?
(2) How often do we have a new moon ?
(3) Where have you seen the new moon at sunset ?
(4) What is the shape of the new moon ? Draw a picture
of the new moon.
(5) Where have you seen the full moon at sunset ? Draw
a picture of the full moon.
(6) Where do you see the full moon later in the evening ?
(7) In what direction does the moon appear to move ?
LESSON V
SELECTION TO BE MEMORIZED
Read the following poem, and commit it to I'nemory : —
LADY MOON
" Lady Moon, Lady Moon, where are you roving ? "
"Over the sea."
" Lady Moon, Lady Moon, whom are you loving ? "
"All that love me."
6 LESSONS IN ENGLISH
"Are you not tired with rolling, and never
Resting to sleep ?
Why look so pale and so sad, as forever
Wishing to weep ? "
" Ask me not this, little child, if you love me ;
You are too bold;
I must obey the dear Father above me,
And do as I'm told."
"Lady Moon, Lady Moon, where are you roving?"
"Over the sea."
" Lady Moon, Lady Moon, whom are you loving ? "
"All that love me." — lord Houghton.
The parts into which a poem is divided are called stanzas.
How many stanzas are in this poem?
LESSON VI
A PICTURE LESSON
How many children do you see in this picture.-^ What
is each one doing.?
Where are the children.? What do you see around
them }
What do you like best about this picture }
Write answers to the questions above.
A PICTURE LESSON
SOAP BUBBLES
P. Wagner
8 LESSONS IN ENGLISH
LESSON VII
COMMANDS
Give a command that you might use in speaking to a dog;
as, Lie down.
Give a command that you might use in speaking to a person;
as, Close the door.
Give a request that you might make of one of your playmates ;
as, Please hold my books.
What request might you make of your teacher? of one of your
parents ?
Copy the commands and requests given above. What mark is
placed after each?
A period should be placed after a command or request.
EXERCISE 1
Tell which of the following sentences state something,
which ask something, and which command or request that
some tiling be done: —
1. Look at the beautiful leaves.
2. Of what colors are the leaves ?
3. Name a tree that has red leaves in autumn.
4. Name a tree that has yellow leaves in autumn.
5. Notice how rapidly the leaves fall.
6. What makes the leaves fall from the trees ?
7. A few trees hold fast their leaves all winter.
8. What are such trees called ?
9. Name two trees that are green throughout the year.
10. What are the leaves of the pine tree often called?
11. Draw a picture of a leaf.
ORAL COMPOSITION 9
EXERCISE 2
WiHte a commsLud or request that might be addressed to —
a soldier a newsboy a gardener
a sailor a bootblack a reader
a fisherman a carpenter a singer
EXERCISE 3
(i) Write a statement telling what your favorite tree is.
(2) Tell why you like that tree best.
LESSON VIII
ORAL COMPOSITION
EXERCISE 1
Read the following story : —
THE DOG AND HIS SHADOW
A dog, with a piece of meat in his mouth, was crossing
a narrow bridge over a stream. Happening to look
down into the water, he saw his own shadow, and
thought it was another dog, with a piece of meat much
larger than his own. ^He opened his mouth to attack
the dog in the water, and so dropped what he had. He
thus lost his own piece of meat, which dropped into the
water, and the one he wanted, which was a shadow.
EXERCISE 2
Tell in your own words the story of " The Dog aitd his
Shadow.''
lO LESSONS IN ENGLISH
LESSON IX
EXCLAMATIONS
1. Hark! what bird is that?
2. Hush ! he will hear us.
3. How sweetly he sings !
4. What brilliant plumage he has !
What does hark express in the first sentence above ? What
does hush express? What word do you sometimes use to express
the feeUng of pain when something hurts you?
What does the third sentence do? How is the fourth sentence
used ?
A word or sentence that expresses sudden or strong feehng
is called an exclamation. Exclamatory sentences usually begin
with how or what; thus, —
How beautiful the moonlight is !
What a cold winter we have had !
What mark is placed after each exclamation above?
The mark ( I ) is called an exclamation point.
An exclamation should be followed by an exclamation point.
EXERCISE 1
Copy these sentences, and drazv a line tender each exclania-
1. Alas! what have I done?
2. Hurrah ! our side has won.
3. There ! I have spilled my ink.
4. Halloo ! where are you going ?
5. Halt! who goes there?
6. Ah ! there he goes.
THE PARAGRAPH II
EXERCISE 2
Change the followi7ig sentences from statements to excla-
mations. Place the right mark after each: —
1. The children are happy.
2. The stars are bright.
3. I should like to go.
4. This knife is dull.
5. The boy rides well.
6. We had a hard frost.
7. This room is cold.
8. He must be a wonderful man.
9. The sun is warm.
10. This is a beautiful world.
Example. — How happy the children are !
LESSON X
THE PARAGRAPH
Notice how the sentences are arranged in the story on page 9
about "The Dog and his Shadow."
A series of sentences relating to a particular point is called a
paragraph.
Tell how many paragraphs are in the story on pages 3 and 4
about "The Wind and the Sun," and what each paragraph is
about.
A small blank space is left at the beginning of the first line in
a paragraph. When a line is begun in this manner it is said to
be indented.
12 LESSONS IN ENGLISH
EXERCISE
Copy the story on page 3 about " The Wind and the Sun'''
Do not forget to indent the first line of each paragraph}
LESSON XI
NAMES
What is your name? What is your father's name? Tell the
name of some great man of whom you have heard.
What is the name of the place in which you live? Tell the
name of some place that you have visited.
Name five things that you see in your schoolroom. Give the
names of two kinds of flowers ; of two kinds of trees ; of two
animals ; of two parts of a house ; of two pieces of furniture.
EXERCISE 1
Write in columns the names of —
(i) Five things that you eat.
(2) Five things that you wear.
(3) Five things that you play with.
(4) Five things that you saw on your way to school.
EXERCISE 2
Write the names of —
(i) Two trees used for shade.
(2) Two animals whose flesh is used for food.
(3) Two things made of iron.
(4) Two things that grow in the fields.
1 To THE Teacher. — Select other suitable paragraphs from this or other
books for the children to copy, to impress the form and the idea of the para-
graph.
HOW TO WRITE NAMES 1 3
EXERCISE 3
Write statements telling what the animals named below
are covered with : —
horses pigs birds porcupines
sheep beavers fishes alUgators
EXERCISE 4
Write answers to the following questions : —
What kind of food do cats get for themselves P^ Why-
do cats need sharp claws ? Of what use is the sheath
which covers each claw ? How is a cat able to walk with-
out noise ? Of what use are a cat's whiskers ?
LESSON XII
HOW TO WRITE NAMES
1. Charles Adams is reading.
2. George Moore is making a kite.
3. Little Alice is looking at pictures.
Read the sentences above. Which words in these sentences
are names?
What boy's name do you find in the first sentence? With what
kind of letter does his first name begin? His last name?
What girl's name do you see in the sentences? With what
kind of letter does that name begin?
Each word in the name of a person should begin with a capital
letter.
^ To THE Teacher. — Let pupils answer these questions from observation,
The answers should be written as one paragraph.
14 LESSONS IN ENGLISH
EXERCISE
Copy the following names of American poets : —
Henry Wadsworth Longfellow.
John Greenleaf Whittier.
James Russell Lowell.
Oliver Wendell Holmes.
William CuUen Bryant.
LESSON xni
A PICTURE LESSON
EXERCISE 1
What are these children looking at ? Where are the
rabbits } Who carries the basket and why has she come
here ? Where do you think this little girl got her rabbits,
and why does she wish to sell them ? How many children
are looking at the rabbits "i Where do you think they live .'*
EXERCISE 2
Write a story about this picture : —
1. Tell who the little girl with the basket is and why
she went out to sell rabbits.
2. Tell where she went to sell her rabbits and what suc-
cess she had.
A PICTURE LESSON
15
WHO'LL BUY A RABBIT?
Meyer von Bremen
l6 LESSONS IN ENGLISH
LESSON XIV
GIVEN NAMES AND SURNAMES
1. That boy is Charles Taylor.
2. His brothers name is Henry Arthur Taylor.
3. He has a sister named Edith Taylor.
4. John Henry Taylor is their father.
What is the name of the boy spoken of in the first statement?
Whose name is given in the second statement? What girl is
mentioned in the third statement? Who is spoken of in the
last statement? How does it happen that all the persons men-
tioned in the sentences have the same last name?
The name that belongs to all members of the same family is
called the family name or surname.
The part of a name given to a child by its parents, or others,
is called the given name or Christian name. The given name is
sometimes made up of two words.
EXERCISE
Write anszvers to the following questions. Make each
answer a complete statenieiit : —
(i) What is your father's surname?
(2) What was your mother's surname before she was
married ?
(3) What are the surnames of five families that live nearr
you?
(4) What is your father's given name?
(5) What is your mother's given name?
(6) What is your full name?
HOW TO WRITE INITIALS 1/
LESSON XV
HOW TO WRITE INITIALS
1. My father's name is James Richard Wilson.
2. He writes his name James R. Wilson.
3. My uncle's name is Charles Henry Ford.
4. He writes his name C. H. Ford.
What does the first sentence tell? What does the second sen-
tence tell ? What does R. stand for ? What kind of letter is used ?
What mark is placed after the letter?
Whose name is given in the third sentence? Read the name.
What does the fourth sentence tell? What does C. stand for?
What mark is placed after the letter C? What does H. stand
for? What mark is placed after the letter H}
The first letter of a word is called its initial letter. What is
the initial letter of the name Richard? of the name Charles? of
the name Henry?
When, instead of a word in a name, you write the initial of
that word, use a capital letter.
Place a period after each initial.
EXERCISE 1
Copy these names, and instead of the words in italics,
write the initials of those words : —
Example. — Edith Hart Carter.
Edith H. Carter.
l8 LESSONS IN ENGLISH
Edith Hart Carter. Frank Richard King.
Mary Elizabeth Watkins. Charles Fraiik Sherwood.
Alice Carr Williams. Ernest Page Dalton.
Ellen Gertrude Lyon. John Howard Miller.
Fanny Lee Robinson. Arnold Brooks Sanford.
EXERCISE 2
(i) Write the full names of ten persons whom you know.
(2) Write each of those names as the owner writes it.
LESSON XVI
SELECTION TO BE MEMORIZED
Read the following lines ^ and commit them to 7nemory : —
WHAT THE BIRDS SAY
Do you ask what the birds say .? The Sparrow, the Dove,
The Linnet, and Thrush say, " I love and I love ! "
In the winter they're silent — the wind is so strong;
What it says, I don't know, but it sings a loud song.
But green leaves, and blossoms, and sunny warm weather,
And singing, and loving — all come back together.
" I love, and I love," almost all the birds say
From sunrise to star-rise, so gladsome are they !
But the Lark is so brimful of gladness and love,
The green fields below him, the blue sky above.
That he sings, and he sings ; and for ever sings he —
" I love my Love, and my Love loves me ! "
— Samuel Taylor Coleridge.
THE WORD / 19
LESSON XVII
THE WORD I
1. My name is James Gray.
2. I live in the city.
3. Edwin and I are playmates.
4. Edwin is larger than I am.
What name do you see in the first sentence? With what
kind of letter does the word James begin? What is the first
letter of James's last name? What kind of letter is that?
When you speak of yourself, what word do you use instead of
your own name?
Who is supposed to speak in the first sentence?
What word is used instead of James's name in the second sen-
tence? in the third sentence? in the fourth sentence? With
what kind of letter is / written in those sentences ?
The word / should be written with a capital letter.
Copy the following sentences : —
TTlu TLO/rruL \l) oCcLuAal3je££.
9 a/m juj^ckL uxoAb o-6cL .
3 'Eu>e i/rt tKj2. couaiIalj .
20 LESSONS IN ENGLISH
LESSON XVIII
COMPOSITION
Write anszvers to the following questions. Make each
nnszver a complete statement : —
What is your name ?
How old are you?
Where do you live ?
What is your father's name?
Who is your teacher?
LESSON XIX
NAMES OF CITIES AND STREETS
1. Harry Graham lives in Boston.
2. He lives in Beacon Street.
3. My cousin lives in New York.
What does the first statement tell? What is the name of the
city in which Harry lives? With what kind of letter does the
word Boston begin? Copy the word Bostojt.
What does the second statement tell ? With what kind of
letter does the word Beacon begin? With what kind of letter
does the word Sti^eet begin? Copy the name of the street in
which Harry lives.
What city is mentioned in the third statement? How many
words are there in the name of that city? With what kind of
letter doef? each word in the name begin? Write New York,
COMPOSITION 21
EXERCISE 1
Copy tJie following names of cities and streets : —
lijab huuTLe^oTL 13/\.o acLorcuj
Phx£acL^LpkLct £^mx StX^
S a/a t" A^ayruai) co ^ L|tk .A>€/1xuj2.
Chxccue-o Stotz. Sljujzt
EXERCISE 2
(i) Write the name of the city or tozvn in which yon live.
(2) Write the names of the leading business streets i?i yotir
place.
(3) Write the names of three streets in yoicr city or town
that are desii^able for residence.
(4) Write the name of the largest city that y 021 have visited.
LESSON XX
COMPOSITION
Write answers to the followi7ig questions. Make each
answer a complete statement: —
(i) What is the capital of the United States?
(2) What is the capital of the State in which you live ?
(3) What is the largest city in your State ?
(4) What is the largest city in the United States ?
(5) What is the largest city in the world?
22 LESSONS IN ENGLISH
LESSON XXI
COMPOSITION
EXERCISE 1
Read this story: —
THE LION AND THE MOUSE
One day, as a lion lay sleeping, a mouse ran across his
nose and woke him up. The lion laid his paw on the
mouse, and was about to crush him. But the mouse begged
so hard for his life that the lion let him go. Not long
after, the lion was caught in a net laid by some hunters.
He roared and struggled, but his struggles only fastened
him more firmly in the net. Just then up came the little
mouse. He went to work gnawing the ropes, and in a
short time set the lion free.
What took place once when a lion was sleeping?^ What did
the lion do when he saw the mouse? Why did he let the mouse
go? What happened to the Hon afterward? How did the mouse
repay the kindness of the lion?
EXERCISE 2
Write the story of " The Lion and the Mouse'' First
write the siLbject of the story, and then write the story in
your own words?
1 To THE Teacher. — The pupils should answer these questions orally, in
complete sentences.
2 Let the pupils read their stories to the class.
NAMES OF THE DAYS 23
LESSON XXII
NAMES OF THE DAYS
Ou/rLcLcLLj
TTLoiaxLcLu TKuAb cLcuj
I LU2i) cLcLLj l"Al.cLcLU ,
Wjidnajib cLcm S atah^cLctLj
How many days are there in a week?
Name the days of the week.
With what kind of letter does the name of each day begin?
The names of the days of the week should begin with capital
letters.
EXERCISE 1
Co/fj/ tJie names of the days of the week.
EXERCISE 2
Write in order from memory the names of the days.
EXERCISE 3
Write seven statements, telling in eacJi one thing that you
did on some day last week ; as, —
1. Last Sunday I went to church.
2. I lost my knife on Monday.
24
LESSONS IN ENGLISH
LESSON XXIII
A PICTURE LESSON
THE FLOOD
EXERCISE 1
What do you see in this picture? Where are they?
How did the dog's house come to be floating in the water ?
What is the mother dog doing? How many puppies are
there and what are they doing ?
EXERCISE 2
Write a story about this dog and Jier piipp-i
NAMES OF THE MONTHS 2$
LESSON XXIV
NAMES OF THE MONTHS
[jdjTO.OJUJ j4u.^ui)t
Aphxl Octo-^se^
iTLcLu TiaueATiheX
Mention in order the names of the months. With what kind
of letter does the name of each month begin?
The names of the months should begin with capital letters.
EXERCISE 1
Copy the names of the months.
EXERCISE 2
Copy the following lines, and co'^nmit them, to memory : —
Thirty days hath September,
April, June, and November;
All the rest have thirty-one,
Save February, which alone
Hath twenty-eight ; and one day more
We add to it one year in four.
26 LESSONS IN ENGLISH
Notice on page 25 the little mark which joins the two parts of
the words, thirty-one and twenty-eight. This mark (-) is called a
hyphen, and the words formed by its use are called compound
words.
The hyphen is used to join the parts of a compound word. It
is also used at the end of a line to connect the syllables of a
divided word. (See examples on this page.)
LESSON XXV
ABBREVIATIONS
NAMES OF THE MONTHS
The names of the months are sometimes shortened or abbre-
viated as follows : —
January, Ja7t. Jutyj J'^i^y-
February, Feb. August, Aug.
March, Mar. September, Sept.
April, Apr. October, Oct.
May, May. November, Nov.
June, June. December, Dec.
The shortened form of a word is called an abbreviation.
The abbreviations above are chiefly used in writing dates. The
word May is never abbreviated ; and March, April, June, and
July are generally written in full.
What mark is placed after each of the foregoing abbreviations?
A period should be placed after an abbreviation.
SELECTION TO BE MEMORIZED 27
EXERCISE
Write from memory the names of the months in order^
and opposite each write its abbreviation, or, in those cases
zuhere that form is preferred, the fidl foj'm of the word.
LESSON XXVI
SELECTION TO BE MEMORIZED
Read the followijtg poem : —
THE MONTHS
January brings the snow,
Makes our feet and fingers glow,
February brings the rain,
Thaws the frozen lake again.
March brings breezes loud and shrill,
Stirs the dancing daffodil.
April brings the primrose sweet,
Scatters daisies at our feet.
May brings flocks of pretty lambs,
Skipping by their fleecy dams.
June brings tulips, lilies, roses,
Fills the children's hands with posies.
Hot July brings cooling showers,
Apricots and gillyflowers.
28 LESSONS IN ENGLISH
August brings the sheaves of corn,
Then the harvest home is borne.
Warm September brings the fruit,
Sportsmen then begin to shoot.
Fresh October brings the pheasant.
Then to gather nuts is pleasant.
Dull November brings the blast,
Then the leaves are whirling fast.
Chill December brings the sleet,
Blazing fire and Christmas treat.
— Sara Coleridge.
EXERCISE
Copy the poem about " The Months,''' and commit it to
memory. Notice that each line begins with a capital letter.
LESSON XXVII
DICTATION EXERCISE 1
1. January is the first month in the year.
2. February is the shortest month in the year.
3. March brings cold winds.
4. April showers bring May flowers.
5. June is the month of roses.
6. September is the harvest month.
7. October brings bright red and yellow leaves.
8. Christmas comes in December.
1 To THE Teacher. — Read each sentence slowly ottce, then let the pupils
write it.
THE SEASONS 29
LESSON XXVIII
THE SEASONS
What flowers blossom in spring?^ What do you see on fruit
trees? What do the birds do in spring? What does the farmer
plant ?
•What kind of weather do we have in summer? What insects do
you see flying about? What fruits ripen in the summer months?
What are the colors of the leaves in the early part of autumn?
What becomes of the leaves later? What does the farmer harvest
in autumn?
What kind of weather do we have in winter? What sometimes
covers the ground? Why are the little streams said to be asleep?
Name some of the winter sports.
The names of the seasons usually begin with small letters.
EXERCISE 1
Write anszvers to tJie following questions : —
What signs of spring have you noticed ? Which birds
came first, and when did they arrive ? When did you see
the first butterfly ? What are some of the earliest wild-
flowers ? Which blossom first ? Which trees leave out
first in spring?
EXERCISE 2
Write answers to the folloiving questions : —
What are some of the common fruits of summer ? Which
ripen first ? What are your favorite flowers that blossom in
summer ?
1 Pupils should answer these questions orally, in complete statements.
30 LESSONS IN ENGLISH
EXERCISE 3
Write answers to the follozving questions : —
What birds leave your locality in autumn ? What flowers
blossom in the autumn months ? What nuts ripen at this,
time ? What wild animals are common ?
EXERCISE 4
Write answers to the following questions : —
What have you noticed about the length of the days in
winter ? What holidays come in the winter months ? Which
season do you like best, and why do you like it best ?
LESSON XXIX
ORAL COMPOSITION
EXERCISE 1
Read the following story : —
THE ANTS AND THE GRASSHOPPER
In a large field, filled with Grasshoppers, lived a family
of Ants. The Ants were busy all day gathering grain for
winter's use. When winter came, a Grasshopper, half-dead
with hunger, begged the Ants for food.
" Why did you not store up food during the summer ? "
said the Ants.
The Grasshopper replied, " I have to spend my time in
singing."
SELECTION TO BE MEMORIZED 31
The Ants then said, " If you were fooHsh enough to
sing all the summer, you must dance hungry to bed in the
winter "
EXERCISE 2
Te/l ill your own words tJie stojy of ^^The Ants and the
Grasshopper.''
LESSON XXX
SELECTION TO BE MEMORIZED
EXERCISE 1
Read the follozving lines : —
SONG OF THE GRASS BLADES
" Peeping, peeping, here and there,
In lawns and meadows everywhere,
Coming up to find the spring,
And hear the robin redbreast sing;
Creeping under children's feet.
Glancing at the violets sweet.
Growing into tiny bowers,
For the dainty meadow flowers: —
We are small, but think a minute
Of a world with no grass in it ! "
At what time of the year does the grass come up?
What is meant by the grass blades' peeping here and there?
Where have you seen the grass blades come up? Do you like to
think of a world with no grass in it?
EXERCISE 2
Copy the ^^ Song of the Grass Blades,'' and commit it to
memory.
32 LESSONS IN ENGLISH
LESSON XXXI
COMPOSITION
A PICTURE LESSON
EXERCISE 1
Write answers to these questions : —
What does this picture represent ? What is a man called
that shoes horses ? What is the room called where he
works ?
How do you like this horse ? Why do you think he stands
so quietly to be shod ? What kind of disposition has he :
What makes you think so ?
What other animals do you see in this shop ? What els
do you see in it ? What do all these things tell you aboul
the blacksmith ?
EXERCISE 2
Write a story about this horse.
1. Describe the horse, and tell what his name is.
2. Tell who his master is, what kind of home the horse
has, and what he does.
3. Tell where he went one day, and what happened.
A PICTURE LESSON
33
SHOEING THE HORSE
From Painting by Landseer
34 LESSONS IN ENGLISH
LESSON XXXII
TITLES
Mister, Mr. Master
Mistress, Mrs. (mis'sis) Miss
Which of the titles above are abbreviated? Which are written
in full ?
Mr. and Mrs. are titles used before names as a mark of respect oi
courtesy. Mr. is used before the name of a man, and M?'s. before
the name of a married woman. These titles are written in the
abbreviated forms Mr. and Mrs.
The title Master is used before the name of a boy, and the
title Miss is prefixed to the name of any unmarried woman oi
girl. The titles Master and Miss are always written in full.
EXERCISE
Copy the following names. Do not forget to place a perioa
after each abbreviation : —
Mrs. Elizabeth Barrett Browning
Mrs. Harriet Beecher Stowe
Mr. Charles Dudley Warner
Mr. John Burroughs
Miss Florence Dombey
Master Paul Dombey
LESSON XXXIII
THE WORDS UNCLE AND AUNT
1. Aunt Clara brought me a watch.
2. It was a present from Uncle William.
HOW TO WRITE DATES 35
What is told in the first sentence ? Who brought the watch ? Copy
the name Aunt Clara.
Read the second sentence. Who sent the watch? Copy the
name U^icle William. With what kind of letter does the word ujicle
begin ?
Give the name of one of your uncles. When you speak to your
uncle, what do you call him ? Write that name. Tell the name of
one of your aunts. What do you call her ? Write that name.
When you write the word uncle or the word aunt as part of a name,
begin it with a capital letter.
EXERCISE
Write abozct a visit to one of your aunts. Begin as follows : —
My Visit to Aunt — — 's.
Fill the blank with the name of your aunt.
1. Tell where your aunt lives.
2. Tell when you visited her.
3. Tell what you did when you were there.
LESSON XXXIV
HOW TO WRITE DATES
1. Abraham Lincoln was the sixteenth president
of the United States.
2. He was born February 12, 1809.
3. He died April 15, 1865.
36 LESSONS IN ENGLISH
Read the sentences. Who was Abraham Lincoln?
In what month was he born ? On what day of the month ? In
what year?
In what year did he die ? How do you know, from the third sen-
tence, on what day of the month he died ? How is the day of the
month written? How is the year written ? What mark separates the
figures which tell the day of the month from those which give
the year?
In the dates above, 12 and 75 are abbreviations of twelfth and
fifteenth. These dates should be read not February twelve and
April fifteen, but February twelfth and April fifteenth,
EXERCISE 1
Read tJie following dates correctly, ajid notice how tJtey are
written : —
October 12, 1492 April 30, 1789
December 21, 1620 June 17, 1800
February 22, 1732 September 3, 1808
April 19, 1775 January i, 1900
July 4, 1776 December 25, 1905
EXERCISE 2
Copy the following sentences, filling the blanks : —
Columbus discovered America on October 12, 1492.
The Pilgrims landed at Plymouth on December 21, 1620
George Washington was born February 22, 1732.
I was born , — — .
To-day is -— -, — .
A LETTER 37
Octo-6-eA. IL4-, iqoo.
S Wjojo^ Xxjjx) -tU^ lolljimh.
ihjixA. TLCL/rruzi:) aJyiDudi o/ruL GatcL.
Hull fo^GW^ TDJl Uj\v2AJ2JiK/L S ^0.
lU'hjzm. S sut cLoxun, sKjl cli/rrufo i/nto
Truq Zcup cirrL(L p LLhAb so-£ttu .
GoU. Lb oi^cLLcL to comx u/itkoiit
o/ru i/runtatLOTL . Sk^. hjujjb CLQ<wnl>Z
rruj -j^jdl, a/ncL Zooh:) wp lynlo rruu
Jtlc^ -EoTLeA/TLe^. I hjZ>TL 5 scuj,"Co7ruL,
(^CrEcLl " O/TLcL S KjZ. MlyTTlp^ lyTuto TTLU
-£cLp, o/TLcL cujdb cLcTLurt -uu Bll|£ .
VJdZ ucoL TLot eorrus. ayrucL sjlq..
TTLU kxtte^TLb?
IJcruA. jrtii/rLcL,
38 LESSONS IN ENGLISH
LESSON XXXV
A LETTER
Look carefully at the Letter on the preceding page, and notice
its different parts. First comes the heading, which shows where
the letter was written and when it was written ; next is the saluta-
tion, consisting of the opening words ; then follows the body of
the letter, containing what is said ; and lastly comes the conclusion,
which is made up of the closing words and the signature of the
writer.
EXERCISE
Copy the letter on page 37. Notice how the different parts
are arranged, and place tJiem in the same way 07i your sheet
of paper.
Be careful to nse capital letters and marks of punctuation
as they are used in the letter given.
LESSON XXXVI
COMPOSITION
A LETTER
Write a letter to one of your playrnates.
Tell about something that you have at home.
Begin and close your letter like the model give7i on the
preceding page.
Use in your letter the name of the city or toivn in which
you live, your own name, and the name of 07te of youf
friends.
ADDRESSES ' 39
' LESSON XXXVII
ADDRESSES
The Address of a person is made up of his name and
his residence; as —
bo XoGLLbt St/LCJzl,
I o-&z.cLo,
OixLO.
Stamp
Stamp
l4GUL>€/U)t>ULar,
RocJ<la/nxL Coiimlu,
TL2>urlJoTJc.
40 LESSONS IN ENGLISH
When the words sti-eet, avenue, and county occur in addresses,
they are sometimes abbreviated, as follows : —
Street St.
Avenue Av.
County Co.
Sometimes the name of the State is abbreviated also. But it is
better to write all these words in full.
Read the first address in this lesson. Whose address is it?
What word is placed before Walter's name? In what street does
Walter live? What is the number of his house? In what city
does he live? In what State?
Read the second address. What word is placed before Mar-
garet Barton's name? What does the second line of the address
tell? What does the third line tell? What does the fourth line
tell? What mark is placed after the* first, the second, and the
third line? What mark is placed after the last line? •
If you were writing your mother's address on an envelope, what
would you place before her name ? If you were writing your father's
address, what would you place before his name?
EXERCISE 1
(i) Draw on paper two figures^ each of the shape and
size cf an envelope. Make each figure about $% inches long^
and 3^ inches wide. Or^ lay an envelope on the paper^
and mark around it.
(2) Copy, in those figures, the two addresses given at the
head of this lesson. In each, write the first lijie of the
address near the middle of the figure, and be careful to
place the other lines just as they are placed in the models
COMPOSITION 41
given. Use commas and periods as they are used in the
addresses given.
(3) Mark the place for the postage-stamp.
EXERCISE 2
(i) Write your oivn address as it should be written on
an envelope. Write your real name, not your pet name.
(2). Write the address of your father or of your guardian.
(3) Write the addresses of five of your playmates.
LESSON XXXVIII
COMPOSITION 1
Write letters from the hints given below. Begin and close
each letter like the model given on page 37.
EXERCISE 1
JULIAN TO LOUIS
If to-morrow is a pleasant day, Willis and Julian are
going to take their tent and camp out in the Maple Grove.
They would like to have Louis go with them. WiUis will
carry their dinner in his father's old knapsack. Julian will
take along his new book, " Hans Brinker," and he would
like to have Louis take his bow and arrow with him.
Write the letter for Julian.
1 To THE Teacher. — Pupils should write letters as often as once a week,
until they become so familiar with the proper form of a letter that they use it
unconsciously. Always suggest to the pupil a subject that will interest him, so
that he may write easily and naturally.
42 LESSONS IN ENGLISH
EXERCISE 2
LOUIS TO JULIAN
Louis would like nothing better than to camp out with
Julian and Willis. He will go, and will take his bow and
arrow with him.
Write the letter for Louis.
EXERCISE 3
RUTH TO BERTHA
It was so warm to-day that Ruth went to look at her
pansy bed. She found the snow all gone, and the pansies
in blossom. She sends some pansies to Bertha by Frank.
Write the letter for Ruth.
EXERCISE 4
BERTHA TO RUTH
Bertha thanks Ruth for the pansies. She thinks they
are beautiful, and she has put them into her little Japan-
ese cup. She sends Ruth her last number of ''St. Nicholas."
Write the letter for Bertha.
LESSON XXXIX
A PICTURE LESSON
Write answers to these questions: —
What do you see in this picture } What is the man doing .'*
Why are the children so interested in his work } What other
person do you see in the room } Why does she not watch
the making of the cross-bow } What do you think the man
will do with the cross-bow when it is finished t
COMPOSITION 45
6. The eggs of the phoebe-bird snow-white.
7. The asters and the goldenrod in blossom.
8. The whale the largest animal in the world.
9. The elephant the largest animal that lives upon
land.
10. The bison or buffalo the largest animal in
America.
LESSON XLI
DICTATION EXERCISE
What is this little green tip peeping up out of the ground
mder the snowy covering .? It is a young snowdrop plant.
[Ian you tell me why it grows ? Where does it find its food ?
J/hat makes it spread out its leaves and add to its stalk day
y day ?
LESSON XLII
COMPOSITION
EXERCISE 1
Read this story: —
THE CROW AND THE PITCHER
A Crow, perishing with thirst, saw a pitcher, and flew
to it, hoping to find water there. He found a little water
in the bottom of the pitcher, but it was so low that he
could not reach it. Then he looked around to see what
he could do, and spied some pebbles. He brought these,
one by one, and dropped them into the pitcher, until the
water was brought within his reach. .
46 LESSONS IN ENGLISH
What did a crow see? Why did he fly to it? What was the
reason that he could not get water there? What did he do?
EXERCISE 3
Write in your own words the story of " The Crow and
the Pitcher y
LESSON XLIII
WAS AND WE:RE
1. Agnes was in the garden.
2. Agnes and Alice were in the garden.
3. The bird was shy.
4. The birds were shy.
Who is spoken of in the first sentence ? Who are spoken of in
the second sentence? In which sentence is was used? What
word is used instead of was in the second sentence? Why is
was used in the first sentence and were in the second sentence?
What is the third sentence about? How many birds are spoken
of ? Tell whether we use was or were to state something about
one bird. What is the fourth sentence about? What word is
used instead of was in stating something about the birds?
In which of the sentences above is was used? How many
things are spoken of in each of those sentences? What word do
we use instead of was when we speak of more than one?
Use was in speaking of one.
Use were in speaking of more than one.
EXERCISE
Copy the following sentences, and fill the blanks with is,
are, was, or were: —
REVIEW 47
1. Carlo lonesome.
2. Fred and Harry away.
3. those marbles yours.?
4. The ground covered with snow.
5. Horses first brought to America by Spanish
explorers.
6. The llama lives on the Andes. It much larger
than a sheep, and covered with long, soft hair of a
brown or gray color. It used to carry burdens from
place to place.
LESSON XLIV
REVIEW
EXERCISE 1
Use ts in asking a question about an animal ; about a flower.
Use are in making a statement about yourself and a playmate.
Mention yourself last.
Use was in asking a question about a river ; about the wind.
Use were in asking a question about the stars.
Use 7vere in making a statement about two boys.
When should you use was ? When should you use were ?
What is a sentence that states something called? What is a
sentence that asks something called? What mark should be
placed after a statement? What mark should be placed after a
question? What mark should be placed after a command? What
mark should be placed after an exclamation?
With what kind of a letter should you begin each word in your
name? How should you write the word I?
48 LESSONS IN ENGLISH
EXERCISE 2
Copy the following sentences, and fill the blanks with is,
are, was, or tvere : —
1. The boy waiting for the basket.
2. The leaves falling.
A pigeon walking on the roof.
Two pigeons walking on the roof.
The larks ground-birds when they perch, and
sky-birds when they sing.
6. Have you ever lifted a stone that had ants under it,
and seen the ants hurry away, carrying little, roundish
white things to some safe place .-^ People will tell you that
these little white things the' ants' eggs. But they
not. They little white silk cocoons, and the
baby ants inside them.
LESSON XLV
ORAL COMPOSITION
EXERCISE 1
Read this story: —
THE BATTLE OF THE FROGS AND THE MICE
A mouse had been chased by a weasel and had just escaped,
very tired and thirsty. He was drinking from the edge of
a pond, when Puffcheek, the king of the frogs, asked the
stranger his name and the name of his father.
The mouse said that his name was Crumbstealer, and that
he was the son of Breadgnawer.
ORAL COMPOSITION 49
Then Puffcheek, the king of the frogs, invited the mouse,
Crumbstealer, to his house, and offered to carry him there on
his back. So, Crumbstealer jumped on to Puffcheek's back,
and they started merrily off across the water. But when they
had got out where the water was deep, what should they see
but a great green snake. It lifted up its head just in front of
Puffcheek, and Puffcheek dived to the bottom, without stop-
ping to think of Crumbstealer on his back. And so poor
Crumbstealer, who could not swim, was left to drown.
Now another mouse, Lickplatter, was sitting on the bank
of the pond, and saw all that happened. So he told the other
mice, and they were all very angry. They said that Puff-
cheek had taken Crumbstealer out into the middle of the
pond and drowned him, and they declared war on the
frogs. They made breastplates out of the skin of a weasel,
and they carried skewers for spears, and wore nutshells for
helmets.
Then the frogs met together in council, and Puffcheek told
the other frogs that he had had nothing to do with the death
of Crumbstealer, but that Crumbstealer had drowned himself
while he was trying to swim like a frog. So the frogs went
out to meet the mice in battle. They carried radish leaves
for shields, and rushes for spears, and wore snail-shells for
helmets.
Then there was terrible fighting, and many mighty deeds
were done on both sides.
At last, all the frogs would have been slain, if Jupiter had
not interfered by sending an army of fearful monsters to their
aid. These creatures had eight feet and two heads; their
50 LESSONS IN ENGLISH
mouths were like shears and their eyes were set in their
breasts. Men called them crabs.
When these frightful things came against the mice, pinch-
ing their tails and breaking their spears, the mice turned and
fled, in terror. And so the great battle ended, and the sun
went down.
EXERCISE 2
Tell in your own words about " The Battle of the Frogs
and the Mice.''
LESSON XLVI
MAS AND SAVE
1. A squirrel has sharp teeth.
2. Squirrels have sharp teeth.
3. The boy has gone home.
4. The boys have gone home.
Read the first two sentences. What is the first statement about?
What is said about the squirrel? What is the second statement
about? Which of these sentences states something about one thing?
Which of them states something about more than one ? Why is has
used in the first statement and have in the second ?
Read the third and fourth sentences. In which of these sentences
is has used ? Why ? In which is have used ? Why ?
Use has in speaking of one.
Use have in speaking of more than one.
EXERCISE 1
Copy the following sentences, filling the blanks with has,
have, is or are: —
COMPOSITION 51
1. A true insect its body divided into three parts.
Insects six legs. Most insects four wings.
2. Spiders eight legs, and no wings. The body
of a spider divided into two parts. The spider
not a true insect.
EXERCISE 2
Write answers to the following questions. Make each
answer a complete statement : —
1. Into how many parts is the body of a fly divided.-^
How many legs has a fly .'' How many wings has a fly .?
Is the fly a true insect }
2. Into how many parts is the body of a bee divided ?
How many legs has a bee } How many wings has a bee }
Is the bee a true insect.?
LESSON XLVII
COMPOSITION
Write something about your pets} If yoiL have pigeons,
or a canary hird, or a dog, or a cat, or rabbits, write
answers to the questions given on those subjects. But if you
have none of the pets 7iam,ed in this lesson, write about the
ones you have.
Write carefully, and be sure to begin every sentence with
a capital letter.
1 To THE Teacher. — Before taking up this lesson, talk with the children
about their pets. Find out what pets they have, and lead the pupils to tell
about them. Then let each child write about his or her own petg,
The pupils should read their exercises to the class.
52 LESSONS IN ENGLISH
EXERCISE 1
MY PIGEONS
How many pigeons have you ? Where do they stay ?
What kind of house do they hve in ? Where is it ?
What do they eat ? Are they tame ? Will they eat out of
your hands, and light on your shoulders ? How do the old
pigeons teach the young ones to fly ? What do pigeons
do when they are happy ?
EXERCISE 2
MY CANARY BIRD
Have you a canary bird ? How old is it ? Of what color
is it ? What is its name ? Who takes care of it ? What
do you do for it ? What does it eat ? How often does it
take a bath ? How does the bird answer when you talk to
it ? Where do you keep its cage ? In what part of the
day does it sing most? How does it sit when it sleeps?
EXERCISE 3
OUR DOG
What kind of dog have you ? What is its name ?
Where does it sleep at night? How does it welcome you
when you come home from school ? How does it act when
strangers come to the house? Has it any interesting tricks?
What are they?
EXERCISE 4
OUR CAT
What is your cat's name ? Of what color is the cat ?
With what do you feed it? What food does it get for
WORDS TO USE WITH YOU 53
itself ? How does it catch a mouse ? What does it do with
the mouse before it kills it ? Where does your cat like to
lie best ? What does it do when it is happy ? Tell any
little story about your cat.
EXERCISE 5
MY RABBITS
How many rabbits have you ? Where did you get them ?
How old are they ? What do you call them ? Where do
you keep them ? What do they like to eat ? How did you
tame them ? Tell some interesting thing that they do.
LESSON XLVHI
WORDS TO USE WITH TOU
1. Has John a pencil?
2. Have the boys pencils ?
About whom is the first question asked? If you should speak
to John, and ask him the question, what would you say?
Read the second question. What would you say if you were
asking the boys that question?
Did you use has or have with you when it meant one person?
When it meant more than one?
1. Where is John going.?
2. Where are the boys going?
Change these questions. Do not speak about the boys, but speak
to them. Write the questions that you would ask.
Did you use is or are in your first question? Which of those
words did you use in your second question?
54 LESSONS IN ENGLISH
1. Where was John last night?
2. Where were the boys last night?
What would you say in asking John the first question? In asking
the boys the second question? Did you use was or were ^\\ki you
in your first question ? In your second question ?
With the word you should we use has or have? is or are? was
or were?
Use have, are, and were with the word you whether it means one
or more than one.
EXERCISE
(i) Write a statement, tisiiig you with have,
(2) Write a statement, using you with are,
(3) Write a statemeftt, tising you with were,
(4) Write a question, using you with have,
(5) Write a question, using you with are,
(6) Write a question, using you with were.
LESSON XLIX
A PICTURE LESSON
Write a story suggested by this picture.
1. Tell who this little girl is, where she is, and what
she is doing.
2. Tell what baby this is, and what the little girl does
to make it happy.
A PICTURE LESSON
55
Meyer von Bremen
56 LESSONS IN ENGLISH
LESSON L
QUOTATION MARKS
1. "Come and see the morning-glories," said Henry
2. "Do they blossom every morning?" asked Ida
3. "Yes," answered Henry.
4. "Let us count the blossoms," said Ida.
Whose words are repeated in the first sentence ? Read the
part of the sentence that tells what Henry said.
What question did Ida ask ? Read her exact words.
When the exact words of a person are repeated by another
they are said to be quoted. The words repeated are called direct
quotations.
What words are quoted in the second sentence ? Notice th(
little marks that are placed before and after Ida's words. How
are they made ?
The little marks [" "] that enclose the exact words used bj
another are called quotation marks.
Read the third sentence. Why is yes enclosed by quotatior
marks ?
Whose words are repeated in the fourth sentence ? Read Ida'i
words. What are the marks called that enclose her words ?
Every direct quotation should be enclosed by quotation marks.
Note. — In a later lesson, examples of quotations are given, in which thi
quotation is divided by other words.
EXERCISE
( 1 ) Copj/ the four sentences at the head of this lesson.
(2) Copy the following sentences, and place quotation mark,:
wherever they are needed: —
THE COMMA WITH QUOTATIONS 57
The red rose says, Be sweet,
And the hly bids, Be pure ;
The hardy, brave chrysanthemum,
Be patient and endure ;
The violet whispers. Give,
Nor grudge nor count the cost ;
The woodbine. Keep on blossoming
In spite of chill and frost. — Susan Coolidge.
LESSON LI
THE COMMA WITH QUOTATIONS
1. George said to Robert, "Where is Bruno?"
2. Robert replied, " He is in the barn."
To whom did George speak ? What did he say ?
Read the second sentence. Whose words are repeated in this
sentence ? What shows that the words are quoted ?
What mark is placed before the quotation in each sentence ?
'With what kind of letter does the first word of each quoted
sentence begin ?
A short quotation, informally introduced, should be separated
from the remainder of the sentence by a comma.
The first word of a direct quotation should begin with a capital
letter.
EXERCISE 1
Copy tJie following story. Underli7te the quotations : —
THE FARMER AND THE' STORK
I A farmer set a net in his field, to catch the cranes which
came to feed on his corn. He caught several cranes, and
58 LESSONS IxNf ENGLISH
with them a stork. The stork begged the farmer to let
him go. He said, *' I am not a wicked crane, but a poor,
harmless stork." The farmer replied, "That may be true.
But I have caught you with the cranes, and you must di
with them."
EXERCISE 2
Tell tJie story in your' own woi^ds,
LESSON LII
DICTATION EXERCISE
THE FOX AND THE GRAPES
A hungry Fox saw some bunches of ripe grapes hanging
from a vine high up from the ground. He tried in different;
ways to get them, but wearied himself in vain, for he could,
not reach them. At last he turned away muttering, "The;
grapes are sour and not ripe as I thought."
LESSON LHI
COMPOSITION
EXERCISE 1
Read this story: — -
THE FOX AND THE CROW
A Crow stole a piece of cheese and flew with it to a tall
tree. A Fox, seeing her and wishing to get the cheese
for himself, tried to obtain it by flattery.
"What a beautiful bird you are! what glossy feathers
you have ! " he exclaimed. " If your voice were only equal
to your beauty, you would surely be called the Queen oi
Birds ! "
THE COMMA IN ADDRESS 59
The Crow, highly pleased, opened her mouth to caw,
when down dropped the cheese. The Fox quickly picked
it up, and ran off.
EXERCISE 2
(i) Tell the story in your ozvn zvords.
(2) Write the story of '^The Fox and the Crow.'^ Be
careful to use quotation marks if you give the exact words
of the Fox and the Crow.
LESSON LIV
THE COMMA IN ADDRESS
1. Horace, look at the falling leaves.
2. Come, Horace, let us gather the leaves.
Who is spoken to in the first sentence? What mark separates
the word Horace from the rest of the sentence?
Where is the name of the person spoken to placed in the second
sentence? How many commas are used to separate it from the
rest of the sentence?
When you speak to a person, you are said to address him.
The name of a person addressed should be separated from the
rest of the sentence by a comma or commas.
EXERCISE
Copy the following sentences, and insert the omitted commas
and quotation marks.
Little Red Riding Hood met a Wolf, who said to her,
Good morning Little Red Riding Hood.
6o LESSONS IN ENGLISH
Good morning Master Wolf said the little girl.
Where are you going? said the Wolf.
I am going to my grandmother's, said Little Red
Riding Hood.
Where does your grandmother live.? asked the Wolf.
On the other side of the wood, said the child.
LESSON LV
DICTATION EXERCISE
"Where are you going, my pretty maid.?"
** I am going a-milking, sir," she said.
"May I go with you, my pretty maid.?"
"You're kindly welcome, sir," she said.
"What is your father, my pretty maid.?"
" My father's a farmer, sir," she said.
"What is your fortune, my pretty maid?"
" My face is my fortune, sir," she said.
"Then I won't marry you, my pretty maid.?"
" Nobody asked you, sir," she said.
LESSON LVI
ORAL COMPOSITION
EXERCISE 1
Read the following story : —
THE HARE AND THE TORTOISE
One day a Hare made fun of the short legs and slo^
pace of a Tortoise. The Tortoise said, '' If you will try z
CONTRACTIONS 6l
race with me I will beat you." The Hare, feeling sure that
he could win, consented to try the race. They agreed that
the Fox should mark out the course, and be the judge.
On the day appointed for the race, they started together.
The Tortoise never stopped for an instant, but went on
with a slow, steady pace, straight to the end of the course.
The Hare, knowing that he could reach the goal with but
a few leaps, lay down by the side of the road and fell
fast asleep. When the Hare awoke, he ran as fast as he
could, but soon found that the Tortoise had reached the
goal, and was quietly resting.
EXERCISE 2
Tell in your own words the story of " The Hare and the
Tortoise.'^
LESSON LVII
CONTRACTIONS
1. I've torn the book.
2. Don't be careless.
What does Tve mean in the first sentence?
Write / have. Write Pve. What letters are in / have that are
not in Pve?
In writing Tve, what do you place where the letters h and a
are left out?
The mark ['] is called an apostrophe.
From what two words is donH made? Why is the apostrophe
used ?
Words, like Tve and dori't, made from two words by omitting a
letter or letters, are called contractions.
62 LESSONS IN ENGLISH
An apostrophe should be used in a contraction wherever a letter
or letters are left out.
Contractions are often used in familiar conversation, but they
are seldom used in writing, except in poetry.
EXERCISE
Copy the following sentc7ices, writing the contracted words
in full: —
1. There's the postman.
2. Didn't you hear the bell ?
3. Don't you like October weather ?
4. Aren't the clouds beautiful?
5. I can't find the key.
6. It's on the shelf.
7. Isn't the room cold .''
8. This coat doesn't fit.
9. They're coming to meet us.
10. Said the cunning Spider to the Fly :
" Dear friend, what can I do
To prove the warm affection
I've always felt for you } "
LESSON LVIII
DICTATION EXERCISE
1. Doesn't the wind blow hard ?
2. I'm glad that you're safe at home.
3. Couldn't you row the boat .?
4. It's three miles to the river.
5. Here's a young robin.
SELECTION TO BE MEMORIZED 63
6. T'is the early bird that catches the worm.
7. I've bought a pony. Is'nt he a nice one ? Wouldn't
you like to ride him ?
8. Where's the little boy that looks after the sheep }
He's under the haystack, fast asleep.
LESSON LIX
SELECTION TO BE MEMORIZED
EXERCISE 1
Read the following poem : —
THE BROWN THRUSH
I
There's a merry brown thrush sitting up in the tree;
"■ He's singing to me ! he's singing to me ! "
And what does he say, little girl, little boy }
" Oh, the world's running over with joy !
Don't you hear } Don't you see }
Hush ! look ! in my tree.
I'm as happy as happy can be ! "
II
And the brown thrush keeps singing, " A nest do you see,
And five eggs hid by me in the juniper-tree.''
Don't meddle ! don't touch ! little girl, little boy.
Or the world will lose some of its joy :
Now I'm glad! now I'm free!
And I always shall be.
If you never bring sorrow to me."
64 LESSONS IN ENGLISH
III
So the merry brown thrush sings away in the tree,
To you and to me, to you and to me;
And he sings all the day, Httle girl, little boy,
"Oh, the world's running over with joy!
But long it won't be,
Don't you know ? don't you see ? •
Unless we are as good as can be."
— Lucy Larcom. i
!
What is sitting in the tree? What is he doing? ^
What does the thrush say in his song? j
Why was he so happy?
Where was the nest of the thrush ? How many eggs were in
it ? What caution is given about the nest ?
To whom does the thrush sing? What does he say to every-
body?
Into how many stanzas is this poem divided? With what kind of ;
letter should every line of poetry begin?
i
EXERCISE 2
Copy the poeyn about ''The Brozvn Thrush;' and com^nit
it to memory.
EXERCISE 3
Make a list of the contractions i7i this poem, and opposite
each contraction write the zvords for which it stands.
A PICTURE LESSON
65
LESSON LX
A PICTURE LESSON
Mme. Ronner
THE PLAYFUL KITTENS
How many kittens do you see in this picture ? What
ire they doing ? Where is the mother cat ?
Write a story about these kittens.
66 LESSONS IN ENGLISH
LESSON LXI
ORAL COMPOSITION
EXERCISE I
Read the foUozving story : —
HOW APOLLO GOT HIS LYRE
The child, Mercury, was born in a cave among the
mountains.
Before he was a day old he climbed out of his cradle
and ran out into the sunshine. A pretty spotted tortoise-
shell lay on the grass near the door of the cave. Mer-
cury, seeing it, brought it inside. Taking hollow reed-
canes, a piece of leather, and strings, he made a lyre of it.
Then he sang, and striking the lyre, made beautiful
music all day long.
When it was beginning to grow dark, he stole out of
doors again and went to the pastures where Apollo's white
cattle were feeding. He chased them back and forth, and
drove part of them away off into a cave and fastened them
in ; but he had chased them in so many directions that their
tracks looked as if, instead of going in, they had come out
of the cave.
Then he went home, just as the light was coming in
the east, slipped through the keyhole, climbed into his
cradle again, and was soon fast asleep, with the lyre held
fast in his arms.
Now Apollo was Mercury's brother. When he missed
his white cows, some one told him that a baby had been
REVIEW ey
seen, the night before, driving cattle, and Apollo went
straight to the cave where Mercury lay in his cradle.
At first, Apollo was very angry. But Mercury, sitting
in his cradle, his eyes sparkling with fun, played on his
lyre and made wonderful music, sweeter than any that had
ever been heard before. Apollo was so charmed by the
music that he forgave his little brother.
Then Mercury told Apollo where his cows were, and gave
him the lyre and showed him how to play on it ; and Apollo,
in return, made Mercury his shepherd, and gave him charge
of all his flocks and herds so that he might drive them as
much as he pleased.
Some day when the wind is blowing, and fleecy white
clouds are flying before it over the sky, you may look up
and see Mercury driving Apollo's white cattle.
EXERCISE 2
Tell in your own words ^^How Apollo got his Lyre'^
LESSON LXII
REVIEW •
EXERCISE 1
Wiite statements telling interesting facts about —
cork pearls coal bananas
ivory sponges cotton cocoanuts
6S LESSONS IN ENGLISH
EXERCISE 2
Use the following words in questio7is: —
is was has
are were have
EXERCISE 3
Write a command or a request about —
a horse your hat a fire
a door your book the tea-table
EXERCISE 4
(Dictation Exercise)
CAPITAL LETTERS
1. Broadway is the main business street of New York.
2. San Francisco has one of the finest harbors in the world.
3. William Penn founded the city of Philadelphia. The
first streets were named from trees that grew on that spot.
Some of these names were Chestnut, Walnut, Spruce, and
Pine.
4. Benjamin Franklin discovered that lightning is a dis-
charge of electricity.
5. Washington Irving wrote the story of Rip Van Winkle.
EXERCISE 5
(Dictation Exercise)
COMMA IN ADDRESS
1. Here, my friends, is a good place for our camp.
2. Mr. Bright, will you join our party }
3. Please, sir, can you tell me the meaning of this riddle }
REVIEW 69
4. Woodman, spare that tree !
5. Howard, what have you in that box?
6. Listen, my httle hearers, to this story.
7. Blessings on thee, httle man.
Barefoot boy, with cheek of tan !
8. " Hush, Mabel, hush ! " exclaimed the boy.
9. Ring, happy bells, across the snow.
10. Stay yet, my friends, a moment stay.
EXERCISE 6
(Dictation Exercise)
QUOTATION MARKS
The Boys and the Frogs
One day some boys were playing by a pond.
The frogs in the water lifted their heads and cried, " Croak !
Croak ! "
'' Oho ? are you there ? then we will stone you," said the
boys.
So they began to stone the frogs, when a large frog cried
out, '' O stop ! stop ! this is fun for you, but it is death for us."
Then the boys saw how cruel they had been, and left the
frogs in peace.
EXERCISE 7
LETTER-WRITING
Write a letter to one of your cousins, telling how yoti spent
your summer vacation.
70 LESSONS IN ENGLISH
SUMMARY OF RULES
Note, — The pupil should apply these rules in all written exercises.
Every sentence should begin with a capital letter.
Each word in the name of a person should begin with a capital
letter.
The word / should be written with a capital letter.
The name of a city or of a street should begin with a capital
letter.
The names of the days of the week should begin with capital
letters.
The names of the months should begin with capital letters.
The names of the seasons usually begin with small letters.
The first word of a direct quotation should begin with a capital
letter.
A period should be placed after every complete statement and
after every command.
An interrogation point should be placed after a question.
An exclamation should be followed by an exclamation point.
A period should be placed after an abbreviation.
The name of a person addressed should be separated from the
rest of the sentence by a comma or commas.
A short quotation informally introduced should be separated from
the remainder of the sentence by a comma.
Every direct quotation should be enclosed by quotation marks.
An apostrophe should be used in a contraction, wherever a letter
or letters are left out.
The hyphen is used to join the parts of a compound word.
The hyphen is used at the end of a line to connect the syllables
of a divided word.
Jtart :::>econd
lesson lxiii
THE TWO PARTS OF A STATEMENT
1. Plants need sunshine.
2. Two trains crossed the bridge.
3. The bell is ringing.
What are spoken of in the first statement ? What is said about
plants ?
What are spoken of in the second statement ? What is said
about two trains?
What is spoken of in the third statement? What is said about
the bell?
How many parts has each statement? What does one part
show? What does the other part tell ?
Name the two parts of each statement above.
Every statement is made up of two parts. One part names that
about which something is said ; the other part tells what is said
about the thing named.
EXERCISE
Copy the following- statements, and draw a short vertical
line between the two parts of each statement : —
Example. — Oranges | grow in Florida,
71
72 LESSONS IN ENGLISH
1. Oranges grow in Florida.
2. The ground is covered with snow.
3. Walter is sweeping the walk.
4. Two little sparrows came to my window.
5. Emily gave the birds some crumbs.
6. This apple is hard.
7. Your pencil has a sharp point.
8. A small boy opened the gate.
9. The room has three windows.
10. The old clock stands in the halL
LESSON LXIV
NAMES
1. John harnessed the horse.
2. Flour is made into bread.
3. The robin is building a nest.
Tell what is spoken of in each statement, and what is said about
the thing spoken of.
Point out each word used as a name, and tell what it is the
name of.
A word used as a name is a noun.
EXERCISE 1
Write sentences containing the follozving words nsed as
noims: —
table river lily barn grass
carpet pond potato post-office clouds
PROPER AND COMMON NAMES 73
Write sentences containing the name of —
1. A flower.
2. A body of water.
3. An article of furniture.
4. A kind of grain.
5. A musical instrument.
6. A timepiece.
7. A vegetable used for food.
8. A building used for residence.
9. A building used for worship.
10. A material of which stoves are made.
Example. — The dandelion gro^ws by the roadside.
LESSON LXV
PROPER AND COMMON NAMES
Give the name of a boy ; of a city ; of a river.
A name that belongs to an individual person or thing is called
a proper name ; as, Franks Charleston, Red River.
Give a name applied to animals of the same kind — to a class
of animals ; as, cow.
Give a name apphed to each bird of some class ; to each tree
of some class ; to each building of some class.
A name that all things of the same class have in common is
called a common name; as, man, house, horse.
Tell which of the following names are common to persons or
things of the same class, and which belong to individual persons
or things : —
74
LESSONS IN ENGLISH
house
school
boy
Germany
city
Yale College
Robert
month
Chicago
state
girl
January
church
Kentucky
Helen
day
Trinity Church
river
country
Tuesday
With what kind of letters do the examples of common names
begin? With what kind of letters do the examples of proper names
begin ?
A proper name should begin with a capital letter ; as, James,
Broadway.
When a proper name is made up of two or more words, each word
should generally begin with a capital letter ; as, New York, Niagara
Falls.
EXERCISE 1
Copy these sentences, a7td draw lines under the words that
name special persons or things : —
1. Mount Vernon was the home of George Washington.
2. Edward is learning to play the flute.
3. Uncle Robert has gone to Europe.
4. Umbrellas were introduced into England from China.
5. We walked through Central Park.
6. Yellowstone Park contains some of the most wonder-
ful geysers in the world.
7. Our friends are staying at the Holland House.
8. The concert was held in Steinway Hall.
9. Lake George is noted for its beautiful scenery*
ORAL COMPOSITION 75
EXERCISE 2
Write a few interesting facts about —
the city or town, the county, or the State, — in which
you Uve.
LESSON LXVI
ORAL COMPOSITION
EXERCISE 1
Read the following story : —
PHAETHON 1
Phaethon was the son of HeHos,^ the sun-god.
His companions would not believe that he was the son
of the great Helios, who drives the shining chariot of the
sun over the earth, and so Phaethon one day went to the
golden palace of the sun and asked Helios for some proof
that he was his father.
Helios, dressed in royal purple, was sitting on his throne,
and he welcomed Phaethon, and told him, at once, that he
was his father, and for proof, swore by the river Styx,
that whatsoever Phaethon might ask of him should be
granted.
Phaethon immediately asked, with great eagerness, that
he might be allowed to drive the horses of the sun for one
day.
Then Helios was sorry that he had taken such an oath.
He told Phaethon the dangers of driving those spirited
horses that breathe sparks of fire from their nostrils, and of
1 Phaethon (fa'-e-thon). « Helios (he'-li-os).
^Ci LESSONS IN ENGLISH
the dangers of the road he must travel. But Phaethon only
put his arms around his father's neck and begged the
harder. So when Aurora drew back the purple curtains
of the dawn, and the Hours harnessed the fire-breathing
horses to the chariot of the sun, Helios — because he had
sworn by the river Styx — allowed Phaethon to take the
reins.
Phaethon jumped quickly into the chariot. But the
horses, at once, missed the strong hand of their master, and
plunged out of the road, snorting and rearing. The chariot
of the sun flew, first, far away from the earth, and then close
to it. It finally came so close, that rivers were dried up,
the whole country called Libya became a desert, mountain
tops took fire, and in some places the heat was so great
that the people on the earth were scorched to a black color.
Jupiter, looking down from his throne, saw the world
on fire, and he hurled a thunderbolt and struck Phaethon
from the chariot.
Then Phaethon fell, straight down, like a falling star,
into the river Eridanus. His sisters wept for him a long
time on its banks, and they were finally turned into larch
trees. As their tears fell into the water, Helios changed
them into drops of amber, and larch trees weep tears of
amber to this day.
EXERCISE 2
Point out the proper names in this story.
EXERCISE 3
Tell in your own words the story of ^^ Phaethon''
WHEN TO USE CAPITAL LETTERS 77
LESSON LXVII
WHEN TO USE CAPITAL LETTERS
Tell which words in the following sentences are used as titles,
and point out each title that is applied to an individual : —
1. The boy was welcomed by aunts, uncles, and
cousins.
2. He stood by Uncle William.
3. The fathers and the mothers of the children were in-
vited.
4. Here are your slippers. Father.
5. Senator Brown made a speech,
6. Two generals were on the train.
7. General Warren was killed at the battle of Bunker
Hill.
8. The Governor of Vermont signed the bill.
9. The Pope lives at Rome.
10. The eldest son of Queen Victoria was called the Prince
of Wales.
When a title is applied to an individual, or when it is used as
part of a name, it should begin with a capital letter ; as, —
The Mayor of Chicago President Lincoln Aunt Mildred
1. The Republicans held a meeting last evening.
2. Mr. Brown is a Baptist.
3. Congress meets the first Monday in December.
78 LESSONS IN ENGLISH
What is Republicans the name of? What is Baptist the name
of ? What is Congress the name of ?
Begin with a capital letter the name of a religious sect, of a
political party, or of any special body of men ; as, —
Presbyterian Democrat Congress
III
Find in these sentences the name of a document of special
importance, the name of an important event, and the title of a
book : —
1. This law is contrary to the Constitution of the United
States.
2. Here was fought a great battle of the Revolution.
3. Have you read " Tom Brown's School Days at
Rugby " 1
Begin with capital letters words naming particular things or
events of special importance ; as, —
The Declaration of Independence The Revolution
Begin with capital letters the important words in the title of a
book, of a newspaper, or of any other composition ; as, —
Robinson Crusoe Harper's Young People
My T7'ip to the Mountains
IV
Mention in the following any name or title of God : —
1. The Lord is my shepherd.
2. Remember now thy Creator in the days of thy youth.
Begin with a capital letter any name or title of God ; as, —
Lord Creator Father the Supreme Being
DICTATION EXERCISE 79
Tell where capital letters are used in the following stanza: —
''All things bright and beautiful,
All creatures great and small,
All things wise and wonderful,
The Lord God made them all."
Begin with a capital letter every line of poetry.
EXERCISE
Copy all the numbered sentences in this lesson, and tell
why each capital letter is tcsed.
LESSON LXVIII
DICTATION EXERCISE
1. Alice is reading "Little Women."
2. All the Democrats voted against the bill.
3. The Natural Bridge is in Virginia.
4. The meeting was opened by Mayor Green.
5. We shall attend Grace Church.
6. How did you spend New Year's Day .''
7. The President gave a pubhc reception at the White
House last Wednesday.
8. Why is the Declaration of Independence sometimes
read on the Fourth of July .''
9. The Pilgrims landed at Plymouth in December, 1620.
10. Howe'er it be, it seems to me,
'Tis only noble to be good.
Kind hearts are more than coronets,
And simple faith than Norman blood.
— Tennyson.
THE MAIDEN'S PETS
C. Hayden
A PICTURE LESSON 8 1
LESSON LXIX
A PICTURE LESSON
EXERCISE 1
Write a description of this picture.
Tell what person you see in the picture, describe the
place where she is, and tell what she is doing.
EXERCISE 2
Write a story about this girl.
LESSON LXX
WORDS DERIVED FROM PROPER NAMES
• Read the following sentences, and give the meaning of each
word printed in italics : —
1. We speak the English language.
2. He works in a Chinese laundry.
3. The woman bought a Japanese fan.
4. The Americaft flag is respected abroad.
5. These table-cloths are made of Irish linen.
6. Have you ever seen a Mexican pony .?
7. The Canadian winters are enlivened by many out-
door sports.
8. The German band will play at the exercises.
82 LESSONS IN ENGLISH
9. Robert Burns was a Scottish poet.
10. Do not be too quick to follow French fashions.
The words in italics are derived from proper names. With
what kind of letter does each of those words begin ?
Begin with a capital letter every word derived from a proper
name.
EXERCISE
Write sentences showijig the correct use of the following
words : —
English
Mexican
Italian
German
Russian
French
Irish
African
Roman
Norwegian
British
Chinese
LESSON LXXI
DICTATION EXERCISE
1. He bought a Swiss watch.
2. Who wrote " The Barefoot Boy " }
3. The English sparrow is not a general favorite.
4. The schools were closed on Decoration Day.
5. Columbus made four voyages to the New World.
6. Who is your French teacher.?
7. The Russian winter is long and cold.
8. Horses were introduced into Mexico by the Spaniards.
9. Defoe's best known work is " Robinson Crusoe."
10. America has furnished to the world the character
of Washington.
REVIEW 83
LESSON LXXII
REVIEW
EXERCISE 1
Make a statement about -^
your book a chain a small boy cold weather
the clock the window bright faces kind words
How many parts has a statement ? What does one of these parts
name?
What does the other part tell?
What is a word used as a name called?
What is a name called that belongs to an individual person or
thing? Give an example.
What is a name called that belongs to every person or thing
of the same class? Give an example.
With what kind of letter should a proper name begin?
EXERCISE 2
Point out the nouns in these statements, and tell which
are common names and which are proper 7tames : —
1. The basket was filled with grapes.
2. Valuable minerals are found in the Rocky Mountains.
3. A fisherman hastened along the beach.
4. The robin is building a nest.
5. Listen, my children, and you shall hear
Of the midnight ride of Paul Revere.
6. I stood on the bridge at midnight.
7. My rambles soon led me to the church, which stood
at a short distance from the village.
84 LESSONS IN ENGLISH
EXERCISE 3
Tell why each capital letter is used in the following: —
1. This chair was made by the Shakers.
2. The tea-plant is cultivated in China.
3. Sir Walter Scott had a great affection for animals.
4. England is separated from France by the English
Channel.
5. The Legislature will be in session on Monday evening.
6. The Governor has issued a Thanksgiving proclamation.
7. Charles is reading ''The Old Curiosity Shop."
8. O Harry, see what I have found !
9. The chimney-piece is set round with Dutch tiles,
representing scenes from Scripture.
10. On Alpine heights the love of God is shed;
He paints the morning red,
The flowerets white and blue,
And feeds them with his dew.
On Alpine heights a loving Father dwells.
EXERCISE 4
Write statements containing : —
1. The name of a large city.
2. The name of a lake.
3. The name of a railroad.
4. The name of an express company.
5. The name of a hotel.
6. The name of a bank.
7. The name of a newspaper.
8. The name of a book.
COMPOSITION 85
LESSON LXXIII
COMPOSITION
EXERCISE 1
Read the followi7tg poem : —
THE FOUR SUNBEAMS
I
Four little sunbeams came earthward one day,
Shining and dancing along on their way,
Resolved that their course should be blest.
"Let us try/' they all whispered, ''some kindness to do,
Not seek our own pleasuring all the day through,
Then meet in the eve at the west."
II
One sunbeam ran in at a low cottage door,
And played "hide-and-seek" with a child on the floor.
Till baby laughed loud in his glee,
A-nd chased with delight his strange playmate so bright.
The little hands grasping in vain for the light
That ever before them would flee.
Ill
One crept to the couch where an invalid lay.
And brought him a dream of the sweet summer day,
Its bird-song and beauty and bloom ;
rill pain was forgotten and weary unrest.
And in fancy he roamed through the scenes he loved best.
Far away from the dim, darkened room.
S6 LESSONS IN ENGLISH
One stole to the heart of a flower that was sad,
And loved and caressed her until she was glad
And lifted her white face again ;
For love brings content to the lowliest lot,
And finds something sweet in the dreariest spot,
And lightens all labor and pain.
V
And one, where a little blind girl sat alone.
Not sharing the mirth of her playfellows, shone
On hands that were folded and pale,
And kissed the poor eyes that had never known sight.
That never would gaze on the beautiful light
Till angels had Hfted the veil.
VI
At last, when the shadows of evening were falling,
And the sun, their great father, his children was calling.
Four sunbeams sped into the west
All said, "We have found that in seeking the pleasure
Of others, we fill to the full our own measure," —
Then softly they sank to their rest.
— M. K. B., in Sf. Nicholas.
What did the four little sunbeams resolve to do?
What did the first sunbeam do?
How did the second sunbeam amuse an invalid?
What did the third sunbeam do to make a little flower happy
How did the fourth sunbeam show the little blind girl that h
felt sorry for her?
NAMES THAT MEAN MORE THAN ONE 8/
What did all the little sunbeams say, when they went home at
light?
Into how many stanzas is this poem divided? Tell what each
tanza is about.
EXERCISE 2
Write in your own words the story of " The Four Sun-
leams.'' Do not forget to begin every new sentence with a
apital letter.
LESSON LXXIV
NAMES THAT MEAN MORE THAN ONE
What do you say when you speak of more than one —
clock ? book ? slate ? chair ?
The form of a word used in speaking of one thing is called the
lingular form.
The form of a word used in speaking of more than one thing
s called the plural form.
Write the words clock^ book, slate, and chair.
Write the words that mean more than one clock, book, slate, and
•hair.
What did you add to each word, to make it mean more than one ?
Add 5 to the singular of most nouns, to form the plural.
EXERCISE
Write sentences containing the plural forms of the following
words : —
marble basket mile hat
tree pailful hour coat
bird cupful week paper
car spoonful pencil flag
S8 LESSONS IN ENGLISH
LESSON LXXV
NAMES THAT MEAN MORE THAN ONE
What do you say when you speak of more than one —
dress ?
box?
watch ?
dish?
Write the words that mean more than one dress, box, watch, an
dish.
• What did you add to each word to make it mean more tha
one?
Pronounce the words above and notice the sound with which eac
word ends.
Nouns ending in a hissing sound like that of 5, x, shy ch, and z
form the plural by adding es to the singular ; as, gas, gases ; tax
taxes ; bnish, briishes ; watch, watches ; topaz, topazes.
EXERCISE
Write sentences containi?ig the plnral forms of thes,
names : —
tl
church
wish
class
match
glass
fox
peach
dish
dress
tax
house
watch
brush
grass
bush
ditch
bench
thrush
beech
hedge
hinge
horse
rose
breeze
Example. — There are five churches in the village.
ORAL COMPOSITION 89
LESSON LXXVI
ORAL COMPOSITION
j EXERCISE 1
Read the following story: —
I THE VAIN JACKDAW
Jupiter sent out a proclamation that on a certain day all
i the birds should come together, when he himself would
Ihoose the most beautiful among them to be king.
]i The Jackdaw, knowing his own ugliness, yet wishing to»>
aake himself as attractive as possible, searched through the
i^oods and fields for the feathers which had fallen from the
vings of his companions. These he collected and stuck in
[11 parts of his body.
When the appointed day arrived, the Jackdaw came with
he others, in his many-feathered finery. Jupiter decided
hat the Jackdaw should be made king on account of the
)eauty of his plumage.
Upon this, the indignant birds whose feathers the Jack-
law was wearing flew to him, each plucking from him his
)wn feathers. Thus the Jackdaw was again nothing but
L Jackdaw.
EXERCISE 2
Tell in your own wo7^ds the story of ^^The Vain fack daw T
k
90 LESSONS IN ENGLISH
LESSON LXXVII
NAMES THAT CHANGE F OR FE TO VES
leaf loaf knife
leaves loaves knives
Name the words in the foregoing list that mean one thingi
Name the words that mean more than one.
Tell how the words are changed to make each mean more than
one.
Some nouns ending in f or fe change f or fe to ves to form th(
pluraL
EXERCISE
Write sentences containmg the plural forms of the follow-
ing names : —
shelf half calf loaf
wolf beef life sheaf
leaf thief wife knife
Example. — The shelves were filled with books.
LESSON LXXVm
REVIEW
EXERCISE 1
Read these statements, tell what is spoken of in each state
ment, and what is said abottt it: —
1. The birds were sitting on posts.
2. The farmer sold his calves.
COMPOSITION
A child bought two loaves of bread.
The taxes were paid.
George brought three pailfuls of water.
The leaves are green.
Two bridges were burned.
The trains were delayed.
Foxes have long bushy tails.
The thieves were sent to prison.
91
EXERCISE 2
Copf the nu'inbered sentences in Exercise i, and use
'ingiilar nouns for the plural nouns.
Make such other changes in the sentences as may be
Vecessary.
Example. — The birds were sitting on posts.
A bird was sitting on a post.
LESSON LXXIX
COMPOSITION
EXERCISE 1
Read this story: —
I
I THE BOY AND THE WOLF
A boy, who kept a flock of sheep not far from a village,
ased to amuse himself by crying out, "Wolf ! Wolf ! " Then
lis neighbors would leave their work and run to help him,
bnly to find that no wolf had been there. They were
deceived in this way several times.
92 LESSONS IN ENGLISH I
At last, a wolf really came. The boy went again to
the men, and begged them, with many tears, to come to
the rescue of his flock. But they thought that he was in
sport as before, and paid no attention to his cries and
tears. So he lost his sheep.
What is this story about ?^ What was the boy doing? How
did he amuse himself ? What did his neighbors find when they
came to help him ?
What happened when a wolf really came ?
What does this story teach ?
EXERCISE 2
Write in your own words the st07y of ^^The Boy a^id
the Wol/r
LESSON LXXX
PLURAL FORMS OF NAMES ENDING IN T
' Write the words —
lady city cherry
With what letter does each of these words end ?
What word means more than one lady ? more than one city ?
more than one cherry ?
Write the words that mean more than one lady, city, and cherry.
How did you change each word, to make it mean more than onej
Some nouns ending in y change / to ies^ to form the plural;,
as, fiy, flies ; city, cities ; army, ar??iies.
1 To THE Teacher. — Pupils should answer these questions and write the :
story without referring to their books.
OTHER PLURAL FORMS 93
Write the words —
day key boy
With what letter does each of these words end ? What letter
comes before y in ^ay ? in key ? in boy ?
Write the words that mean more than one day, key, and boy.
What did you add to each word ?
When a noun ends in /, if a, e, or o comes before the /, add
5 to the singular, to form the plural ; as, day, days ; Journey,
journeys; toy, toys,
EXERCISE 1
Copy the follozvijig words, a^id write opposite each name
its plural form : —
lily
chimney
baby
body
daisy
berry
pony
city
fly
valley
donkey
duty
monkey
story
tidy
lady
Example. — Lily, lihes ; valley, valleys.
EXERCISE 2
Write sentences contaifiing the plural forms of the names
above.
LESSON LXXXI
OTHER PLURAL FORMS
What word means more than one —
man ? tooth ? mouse ? foot ?
goose ? ox ? woman ? child ?
Some nouns form their plurals in irregular ways ; as, man,
men; mouse, mice; child, children.
94 LESSONS IN ENGLISH i
1. The farmer counted his sheep.
2. One sheep was missing.
3. There are five deer in the park.
4. Have you ever seen a wild deer? ,
Read the sentences above. What word is used to denote one
sheep ? To denote more than one ?
What is the singular form of the word deer? What is the
plural form ? j
Some words have the same form in the singular and the plural ; ,
aS;, sheep, deer, trout, cannon.
EXERCISE
Write sentences containing tJie plural forms of these
words : —
woman ox man foot
child tooth mouse goose
LESSON LXXXII
A PICTURE LESSON
EXERCISE 1
What persons are represented in this picture ? Where are they ?
What do you think they are doing?
Describe the room in which they are working.
EXERCISE 2 j
Write a story about these little girls. Tell who they are\
and what they did one day.
A PICTURE LESSON
95
HELPING MOTHER
Joseph Clark
96 LESSONS IN ENGLISH
LESSON LXXXIII
REVIEW
When is a word said to be in the singular form?
When is a word said to be in the plural form?
How is the plural form of most nouns made? Mention fiv(
nouns that form the plural by adding s to the singular.
How do some nouns ending in a hissing sound hke that of s, x
sh, etc. form the plural? Give five nouns that form the plural b;
adding es to the singular.
How do some nouns ending i\\ f or fe form the plural? Givi
examples. 1
In how many ways do nouns ending in y form the plural'
Give examples of each way, and tell how the plural is formec
in each case.
Give five nouns that form the plural irregularly.
Give three nouns in which the singular and the plural form an
the same.
EXERCISE
(i) Copy the following nouns, and opposite each
write its plural: —
noiL.
basket
Monday
roof
lasso
flower
gulf
chief
solo
boat
cuff
scarf
piano
turkey
day
cupful
spoonful
brother
chimney
valley
monkey
table
tree
fife
towel
chair
safe
hoof
picture
REVIEW
II
dish
Miss Smith 1 hero
tomato
bench
potato
motto
III
mosquito
story
lily
army
city
enemy
IV
navy
leaf
knife
half
V
thief
life
woman
tooth
foot
Mr.
Brown 2
97
(2) Write statements eontaining the phiral forms of-
ox half family American life
deer chimney shelf German city
(3) Use i7i a question the plural form of —
day
knife
valley
path
leaf
Hly
journey
woman
(4) Use ill a cofnmand the phti^al form of-
pony
cherry
baby
child
match
turkey
sponge
toy
^ Misses Smith or Miss Smiths.
2 Messrs. Brown or Mr. Browns,
98 LESSONS IN ENGLISH
LESSON LXXXIV
DICTATION EXERCISE
1. Butterflies have short lives.
2. Two families have already engaged rooms for the
summer.
3. The thieves escaped.
4. The chimneys of three cities are in sight.
5. The hills and valleys are bright with autumn leaves.
6. Monkeys are found in the forests of Central America.
7. I bring fresh showers for the thirsting flowers.
8. Choose the timbers with greatest care.
9. The most extensive oyster fisheries in the world are
carried on in Chesapeake Bay.
10. The State of Virginia is called the Old Dominion.
LESSON LXXXV
COMPOSITION
EXERCISE 1
Read the following ': —
WHAT MAKES THE OCEAN SALT?
He who sails upon the sea must carry fresh water in
his ship or perish with thirst, for he will find
"Water, water everywhere, nor any drop to drink."
What is the secret of the saltness of the sea .'' Its water
was not always so. Every drop of it, at some time, came
COMPOSITION 99
from the clouds, and was just as fresh as any rain-water.
I will tell you the simple story. Raindrops patter upon
hilltops and meadows everywhere. They sink into the soil
and run over the rocks, all the time dissolving many things
in their way ; but they find more of salt than of any other
one thing. Springs and rivulets gush from the hillside,
rivers run from the highlands, and, swollen by others from
the plains and valleys, at last pour their floods into the sea.
Next comes in the work of the sunshine. The heat lifts
the water, in the form of vapor, into the clouds, but it leaves
the salt behind. Year after year this work goes on. Water,
loaded with an easy burden of salt, travelling by easy stages
to the sea, leaves its burden there, while it climbs the sun-
beam up to the sky again- to form the floating clouds. The
clouds, wafted by the winds, fly away over the continents
to drop upon forest and field their rattling rain, which must
travel its oft-repeated journey to the sea again. In this
way the ocean has received its salt.
^ — Le Roy C. Cooley.
EXERCISE 2
Tell in your own words " What makes the Ocean Salty
(i) Tell where the water of the sea comes from.
(2) Describe the course of the raindrops on their way
to the sea, telling what they bear to the ocean, and what
becomes of their burden.
(3) Tell how they reach the sky again.
(4) Tell what becomes of them there.
100 LESSONS IN ENGLISH
LESSON LXXXVI
WORDS THAT DENOTE POSSESSION
1. Henry has a sled.
2. Henry's sled is broken.
Who is spoken of in the first statement? What is said about
Henry?
What is said about the sled in the second statement? What
does the word Henrfs show?
In the statements above, how many forms has the word Henry?
When a word is used to show to whom or to what something
belongs, it is said to denote possession. The form of a word that
denotes possession is called the possessive form.
1. The boy's hat is too large.
2. The doctor's horse ran away.
3. Here is a spider's web.
Whose hat is too large? Whose horse ran away? To what did
the web belong?
What has been added to each of the words boy, doctor , and
spider, to show that they denote possession?
Add the apostrophe (') and 5 to a singular noun, to form the
possessive.
EXERCISE 1
Wi'ite sentences containing the following : —
Helen's letter the day's work
a girl's hat a squirrel's teeth
POSSESSIVE FORMS lOI
the boy's hand a man's voice
a dog's bark the grocer's wagon
a lady's glove the lawyer's office
Example. — Helen's letter is interesting.
EXERCISE 2
Use the possessive forms of these words m sentences: —
boy bird pony father Milly
child merchant mother sister Mr. Smith
Example. — The boy's hat was too large.
LESSON LXXXVII
POSSESSIVE FORMS OF PLURAL NOUNS ENDING IN H
1. Boys' boots have thick soles.
2. The packages were left in the ladies' room.
3. The birds' nests are deserted.
Read the statements. Tell what each statement is about, and
what is said about the thing spoken of.
Which words in these sentences denote possession?
Write the words boys, ladies, and birds. With what letter does
each word end? What is added to each of these words in the
foregoing sentences, to show that they denote possession?
Add the apostrophe (') to a plural noun ending in 5, to form
the possessive.
102 LESSONS IN ENGLISH
EXERCISE 1
Write sentences containing the possessive plural forms of
these words : —
soldier boy pony
teacher fox
sister fly horse
merchant wolf
Example. — The soldiers'
knapsacks are heavy.
EXERCISE 2
Change these seittences, so that the words in italics shall
have the possessive form.
1. The voice of the singer was sweet.
2. The wings of the bird were black.
3. It was the house owned by your father.
4. I did not hear the name of the lady.
5. The back of a toad is rough.
6. Place these flowers in the room belonging to your
mother.
7. Have you ever seen the track of 2. fox?
8. The arm of the blacksmith is strong.
Example. — The voice of the singer was sweet.
The singer's voice was sweet.
LESSON LXXXVIII
POSSESSIVE FORMS OF PLURAL NOUNS NOT ENDING IN S
1. Men's voices were heard.
2. Did you see the children's presents 1
POSSESSIVE FORMS 103
What does the first sentence do? Whose voices were heard?
What does the second sentence do? What is the use of the
word children's ?
Mention the words in these sentences that denote possession.
What has been added to each of the words, to show that they
jdenote possession?
Add the apostrophe (') and 5 to a plural noun not ending in 5,
to form the possessive.
EXERCISE 1
(i) Copy the possessive forms below. Tell which of the
words meaii one, and zvhich memt more tJian one.
(2) Write sentences contaijting these possessive forms.
boy's sister's ladies'
men's boys' teachers'
girls' man's women's
bee's birds' Herbert's
EXERCISE 2
Write sentences containing the possessive plnral forms of
the following words .• —
doctor v^oman lady child pupil
horse ox brother gentleman dog
EXERCISE 3
W^'ite the foitr forms of eacJi of the noims below : —
friend father
neighbor lawyer
sailor mother
cousin merchant
secretary brother
lobster ox
Example. — Singular,
lady lady's
Plural,
ladies ladies'
104
LESSONS IN ENGLISH
LESSON LXXXIX
A PICTURE LESSON
THE TRIO
From G. Mader
What does this picture represent ? How many musicians
are there, and upon what instruments are they playing?
Where do you think they give pleasure by their playing ?
Write a story about these little musicians.
DICTATION EXERCISE IO5
LESSON XC
STUDY OF SELECTION
EXERCISE 1
Copy these lines : —
When beechen buds begin to swell,
And woods the bluebird's warble know,
The yellow violet's modest bell
Peeps from the last year's leaves below.
— Bryant.
What flower is spoken of? What is meant by the violet's bell?
What is the use of the word yellow? From under what leaves
does the violet come?
When does the violet come? On what kind of tree do beechen
buds grow? At what time in the year do beechen buds swell?
What bird is heard in the woods when the violet comes? Wh-at
is meant by the bkiebird's wai'ble ?
Which words in these lines have the possessive form? Tell how
the possessive form is made in each case, and give the name of
the thing possessed.
Tell in your own words when the yellow violet blossoms.
EXERCISE 2
Learn the stanza above, and then write it fro7n memory.
LESSON XCI
DICTATION EXERCISE
1. Yonder is a robin's nest.
2. Call at the grocer's, and order some potatoes.
I06 LESSOxNS IN ENGLISH
3. We have new styles in ladies' and children's suits.
4. Where is the yesterday's paper?
5. See whether the word is in Webster's Dictionary.
6. Edith's and Emma's exercises are neatly written.
7. Where is James's hat .''
8. Charles's brother has gone to Montreal.
LESSON XCII
WORDS USED FOR NOUNS
1. "I will go," said Merton.
2. Robert, will you go to the river .-^
3. George stopped when he heard the train.
4. Nelly plays, but she does not sing.
5. Look at this fern. It grew in the shade.
Whose words are repeated in t]}e first sentence ? Who is meant
by /.?
Who is addressed in the second sentence? Wlio is meant by
you ?
Who is spoken of in the third sentence? For what word is he
used?
What is the first thing said about Nelly? What is the second
thing said? For what word is she used?
How many statements are there in the last example? To what
does // refer? Which words in these sentences are used instead
of nouns?
A word used for a noun is a pronoun ; as, /, you, he^ she, it.
A pronoun that denotes the person speaking is said to be in
the first person.
WORDS USED FOR NOUNS I07
A pronoun that denotes a person spoken to is said to be in
the second person.
A pronoun that denotes a person or a thing spoken of is said
to be in the third person.
EXERCISE 1
Copy these sentejtces, and underline the pronouns ; —
1. They are building a new house.
2. You knocked at the wrong door.
3. He wrote a letter to his brother.
4. We took our friends to see the painting.
5. He is older than your son.
6. The fishermen are mending their nets.
7. She laughed merrily.
8. Do you enjoy your work.?
9. I looked for the book, but could not find it.
10. She invited us to ride with her.
11. Do with all your might whatever you have to do,
without thinking of the future.
EXERCISE 2
Write two statements about each person or thing named
below. In the first statetnent use the 7iame of the person
or thing, and in the second statement use a pronoun
referring to that name: —
camel horse cotton Emma
Ralph man coal Rover
Example. — The camel is used to cross the desert. It can go
without water for a week.
I08 LESSONS IN ENGLISH
LESSON XCIII
SELECTION TO BE MEMORIZED
Read the following poem, and commit it to memory:
THE SEA
The sea! the sea! the open sea!
The blue, the fresh, the ever free !
Without a mark, without a bound.
It runneth the earth's wide regions round ;
It plays with the clouds ; it mocks the skies ;
Or like a cradled creature lies.
I'm on the sea! I'm on the sea!
I am where I would ever be ;
With the blue above, and the blue below,
And silence wheresoe'er I go ;
If a storm should come and awake the deep,
What matter ? / shall ride and sleep.
I love, O, how I love to ride
On the fierce, foaming, bursting tide, .
When every mad wave drowns the moon,
Or whistles aloft his tempest tune.
And tells how goeth the world below.
And why the sou'west blasts do blow.
I never was on the dull, tame shore,
But I loved the great sea more and more.
And backwards flew to her billowy breast.
ORAL COMPOSITION IO9
Like a bird that seeketh its mother's nest ;
And a mother she ivas, and is, to me ;
For I was born on the open sea !
The waves were white, and red the morn,
In the noisy hour when I was born ;
And the whale it whistled, the porpoise rolled,
And the dolphins bared their backs of gold ;
And never was heard such an outcry wild
As welcomed to life the ocean-child !
I've lived since then, in calm and strife,
Full fifty summers, a sailor's life.
With wealth to spend and a power to range.
But never have sought nor sighed for change ;
And Death, whenever he comes to me.
Shall come on the wild, unbounded sea !
— Bryan Waller Procter (Barry Cornwall).
LESSON XCIV
ORAL COMPOSITION
EXERCISE 1
Read the following story: —
PROSERPINE 1
One day, Proserpine, the daughter of Ceres,^ was playing
.vith other children on the bank of a lake. They were
gathering the violets that grew in the fields, and were
Dlaiting them into crowns for their hair.
1 Proserpine {pros' -er-pin). 2 Ceres {se'-rez).
no LESSONS IN ENGLISH
All at once Proserpine saw the most beautiful flower r
imaginable growing at some distance from the spot where i
they were playing. It grew up high above the other flow
ers in the meadow, and was of a beautiful glowing crimson i
color. She ran to get it, and as she came near, she sawv
that it had as many as a hundred fragrant lily-shaped blos-
soms all clustering around one stem. It was the most
splendid flower ! But she had wandered far away from the
other children without being aware of it.
Just as she was stretching out her hand to pick the won-
derful flowers she heard a rumbling sound, which seemed:
to come from under the ground, and all at once the sun-
shine did not seem so bright as it had before. Proserpine
was frightened, and would have liked to run back where
the other children were, but it did seem too bad to leave
such a splendid flower. While she stood there, not quite^;
knowing what to do, the earth suddenly opened, and she
saw a yawning black hole, close to her side.
The rumbling sound grew louder — Proserpine was nowv
too frightened to run away — and a chariot drawn by four
black horses came whirling up out of the black hole and
stopped suddenly in front of Proserpine. A gloomy-looking^
man sprang from it, caught her up in his arms, returned
to the chariot, and went whirling away with her, Proserpine^
screaming loudly for her mother, and the flowers falling;
from her torn apron all the way.
Not long after, the children who had been playing with
Proserpine came to look for her. But they only found a
few violets that had fallen from her apron. There was
ORAL COMPOSITION III
nothing to be seen of the black hole. They had to go
home and tell her mother, Ceres, that Proserpine was
lost.
Ceres was quite broken-hearted at this news. But with-
out loss of time she lighted a torch, for it was now dark,
and went out to look for her daughter.
After she had wandered about the world for ten days,
asking every one she met if they had seen her daughter,
she bethought her to ask HeHos, the sun-god, who sees
everything. He told her at once that Pluto, the king of the
lower world, had carried off Proserpine.
When she heard this Ceres was very angry, and in her
anger she laid a curse on the fruits of the earth — for Ceres
was the earth-mother.
Then nothing could grow out of the earth. There was
no wheat or other grain to be made into bread for the
people, the trees could bear no fruit, and there were no
flowers to brighten the fields. Even the grass could not
grow, and the cattle must go hungry. Then there was
• famine and plague.
Jupiter, the father of the gods, looked down from his
I throne and saw that all the people on the earth would die
unless Ceres took her curse away; and he sent Mercury
down to the lower world to bring Proserpine back to her
mother.
But before King Pluto would let Proserpine go, he gave
her a pomegranate to eat, and although she ate only a few
of the seeds, yet because she had eaten those few seeds
'■ she was obHged to stay for six months of every year with
112 LESSONS IN ENGLISH
King Pluto, and could only return to her mother during
the other six months of the year.
While Proserpine is on the earth, the fields are clothed
with grass, flowers bloom, fruits ripen, and all nature pulses
with life ; but when Proserpine returns to the lower world
again, the earth is cold and bare and lifeless ; for Ceres,
the earth-mother, mourns for her daughter.
EXERCISE 2
Tell in your own words the story of '' Proserpine ^
LESSON XCV
WORDS THAT DESCRIBE
1. This bird has black wings.
2. An old sword hung above the door.
3. The boy carried a large basket.
Read the first statement. What is the use of the word black ?
What is the second statement about? What is the use of the
word old?
What does the third statement tell? What word limits the
meaning of the noun boy to some particular boy?
What words in the sentences above are used to describe some-
thing or to limit the meaning of nouns ?
A word that limits the application or adds to the meaning of
another word is said to modify that word, and is called a modifier ;
as, kind words ; this week ; the boy.
A word used to modify the meaning of a noun or pronoun
is an adjective ; as. The sky is blue. She is happy.
COMPOSITION 113
Mention adjectives that can be used to describe —
a knife an apple a hat
a house a book a cat
EXERCISE 1
Use each of the following words in a sentence^ to describe
something : —
tall busy large obedient
amusing straight cool sunny
true slender smiling old
Example. — A tall boy held the horse.
EXERCISE 2
Write sentences containing the following words used as
adjectives .• —
each few these both
this many some no
Example. — Each boy carried a flag.
LESSON XCVI
COMPOSITION
DESCRIPTION OF LOST ARTICLE
Suppose that you have lost something. Describe the lost
article. Be careful to use words that will show exactly
what thing is meant.
114 LESSONS IN ENGLISH
Describe a lost —
knife hat horse
purse dog cow
Example. — Lost. — A S77iall pocket knife with a pearl handle. It \
has two blades, one long and broad^ the other short and slender.
The small blade has a broken point.
LESSON XCVII
STUDY OF SELECTION
[The following lines are taken from the poem called "The
Children's Hour." The poet is describing his own children on
their way to his study.]
I hear in the chamber above me
The patter of little feet,
The sound of a door that is opened,
And voices soft and sweet.
From my study, I see in the lamplight,
Descending the broad hall stair.
Grave Alice and laughing Allegra ^
And Edith with golden hair.
— Longfellow.
Who wrote these lines? Read the first stanza.
What is the first thing that the poet says? Where does he
hear something? Who is meant by me? %
1 Allegra (al-le'grd).
STUDY OF SELECTION II5
What word joins the noun chamber and the verb hear? What
word shows the relation between the chamber and the poet?
What is the first thing that the poet hears? Of what does he
hear the patter? Do children run or walk when their feet patter?
What is the second thing that the poet hears ? What is the third
thing? What words describe the voices?
Read the second stanza. From what place does the writer
see something? In what light does he see something? What
does he see? What are they doing?
What does descending mean? What does the word hall show?
What is the use of broad?
What kind of girl was Alice? What is the meaning of grave?
What word describes Allegra? What word describes Edith? Do
they describe something about her appearance or her character?
Tell in your own words what the poet heard. Tell what he saw.
WRITTEN EXERCISES
Copy the tzvo stanzas above, and commit tJiem to m,emory.
Copy the following sentences, writing other zvords of simi-
lar meaning in place of the words in Italics : —
1. I hear the patter of little feet.
2. The voices are soft.
3. The children are descending the stairs.
4. The stair is broad.
5. Alice is grave.
6. Edith has golden hair.
7. What soiLnd did you hear?
8. They are sitting in the study,
9. I see three children.
Il6 LESSONS IN ENGLISH
LESSON XCVIII
COMPOSITION
DESCRIPTION OF OUR FLAG
Write a description of the national flag of the United
States. Tell its shape and color, and name its different
parts. Tell which parts are red, which white, and which
blue, and show how the different parts are placed. State
the number of stripes, and tell why that number is used.
Give the number of stars, and tell what each represents.
" 'Tis the star spangled banner ! oh, long may it wave
O'er the land of the free, and the home of the brave ! "
LESSON XCIX
WORDS THAT POINT OUT
1. This orange is sweet.
2. These oranges are sweet.
3. Did you see that bird ?
4. It flew over those trees.
Read the first sentence. For what is ^kt's used?
What word in the second statement shows which oranges are meant ?
What does the third sentence do? What is the use of //la^.^
Where did the bird fly? What is the use of those?
In the sentences above what word is used to point out one thing
near by ? What word is used to point out two or more things near by ?
What word is used to point out one thing at a distance? What
word is used to point out two or more things at a distance?
117
Use this to point out one thing near by.
Use these to point out two or more things near by.
Use that to point out one thing at a distance.
Use those to point out two or more things at a distance.
EXERCISE
Copy the following sentences, using these in place of this,
and those in place of that. Make such other changes as may
be necessary: —
1. This knife is sharp.
2. Look at that chimney.
3. Is this glove yours.'*
4. That horse has a heavy load.
5. Did you find that key.?
6. That star is bright.
7. Jack Frost drew this picture.
8. Have you read that magazine }
9. This leaf has a notched edge.
Example. — These knives are sharp.
LESSON C
THE, AND AN OR A
1. A boy stood by the window.
2. The boy had light hair.
3. An apple fell from the tree.
4. The apple was large.
Il8 LESSONS IN ENGLISH
Read the sentences. Was it any particular boy that stood by
the window? What boy had Ught hair?
Are we told what apple fell from the tree? What apple is
spoken of in the fourth sentence? If you should say, "Bring me
an apple," would you mean any apple in particular? What would
you mean if you should say, "Bring me the apple"?
The is used when some particular thing is meant.
An or a is used when no particular thing is meant.
1. A birch tree has smooth bark.
2. An apple lay on the table.
3. We passed an old house.
4. The boys are learning a new game.
What kind of tree is spoken of in the first sentence? What is
the second sentence about? Give the first sound in the word
birch ; in the word - apple. What word is used before birch ?
What one before apple?
What word describes hoiise ? What word describes game ? Give
the first sound in the word old. What word is used before old?
Give the first sound in the word new. What word is used before
neiv ?
Which of the words birch, apple, old, and new begin with
vowel ^ sounds? What word is used before each of those words?
What word is used before the other words?
An is used before words beginning with vowel sounds ; a is
used before other words.
1 The sounds of the letters a, e^ i, 0, and u are vowel sounds ; the sounds
of the other letters are consonant sounds.
THE, AND AN OR ^ II9
EXERCISE 1
Pronounce these words, and 7/se an before the words be-
gimiing with vowel sounds and a before the other ivords : —
orange
owl
axe
oak
wonder
inch
unit
honor
ewe
one
boat
hour
yoke
maple
apple
year
horn
ear
island
^SS
Examples. — An orange; a boat.
Note. — Always notice the first sound of a word, not its first letter. We
say aji hour (k is silent), many a one (o7ze begins with the consonant sound
of w), a useful article {useftd begins with the consonant sound of j).
EXERCISE 2
Copy the following sentences, and fill the blanks with an
or a: —
1. The window is shaded by large tree.
2. Please lend me pencil.
3. old man entered the door.
4. He wore new coat.
5. You may stay hour.
6. He was riding in — — carriage.
7. Can you catch ball }
8. narrow path led to the river.
9. They took early train.
10. Do not make unkind remark,
11. — — boat was fastened to the wharf.
12. Did you ever see owl.?
120 LESSONS IN ENGLISH
LESSON CI
COMPOSITION
A WALK
Write about some walk that you have taken.
What kind of day was it when you took your walk ?
If your walk was in the city, did you go through quiet
or noisy streets ? What kind of carriages passed you ?
What did you see in the windows ? What kind of men,
women, and children did you meet ? What else did you see ?
If your walk was in the country, did you walk in the
road or in the fields ? What was growing in the fields ?
What flowers did you see? What trees were in sight?'
What animals did you see, and what were they doing?
LESSON CII
REVIEW
EXERCISE 1
Give a word that will tell the color of —
the sky the grass the snow
What word may be used to tell —
the shape of an orange ? the size of an orange ?
the taste of an orange ? the number of oranges ?
DICTATION EXERCISE 121
Name a word that may be used to point out one thing near
by; one thing at a distance.
Name a word that may be used to point out two or more
things near by ; two or more things at a distance.
For what is the used ? Give an example.
For what is an or a used ? When should we use an ? When
should we use a?
EXERCISE 2
Use each of these words in a sentence^ to describe or point
put sojnething : —
interesting
an
the
sleepy
smooth
red
heavy
thirsty
this
these
those
large
cold
honest
small
kind
pretty
tired
long
pleasant
Example. -
— I am reading
an interesting
book.
LESSON cm
DICTATION EXERCISE
1. All caterpillars shed their skins several times before
they reach their full growth.
2. Silkworms feed upon the leaves of the mulberry tree.
3. The silkworm spins a cocoon of fine silk. The cocoon
is about the size of a robin's tgg.
4. The silkworm was known in China more than four
thousand years ago. It has been carried from China to
many other countries. It is now raised in some parts of the
United States.
122 LESSONS IN ENGLISH
LESSON CIV
WORDS THAT ASSERT
Tell some of the things that birds do. What do dogs do?
What do cats do? What do bees do?
1. Lions roar.
2. Soldiers march.
3. Rabbits have long ears.
4. The apple is red.
What word tells what lions do? What word tells what soldiers
do?
What is said about rabbits? Read the third sentence, leaving
out the word have, and see if the remaining words tell anything
about the rabbits.
What is told about the apple? What is the use of the word
red? If you take away is, do the remaining words form a sen-
tence? Why not?
In every sentence, some word is used to tell or assert.
A word that asserts is a verb ; as, The sun shines.
The word that denotes the person or thing about which the
assertion is made is called the subject of the verb ; as, The sun
shines.
EXERCISE 1
Point out each verb in the following sentences, and name
its subject : —
1. Plants need sunshine.
2. The dog welcomed his master.
3. The bluebird comes in early spring.
4. A small stream flov^s through the field.
TRANSITIVE AND INTRANSITIVE VERBS
5. We gathered pebbles on the beach.
6.. The parrot's name is Polly.
7. Two men stepped from the carriage.
8. He opened the gate.
9. We entered the city at ten o'clock.
10. The hunter raised his gun.
EXERCISE 2
Write sentences, using each of the following as verbs
rises have forgot walked
123
looked
has
flew
built
wrote
is
received
grows
was
were
opened
live
EXERCISE 3
Write sentences, using each of the following words as the
subject of a verb. Underline the verbs : —
artist they door
soldier clock carriage
boy slippers flowers
he carpenters clouds
LESSON CV
TRANSITIVE AND INTRANSITIVE VERBS
1. The wind blows.
2. The bell rang.
3. Henry threw the ball.
4. The kitten caught a mouse.
124 LESSONS IN ENGLISH
Mention the verb in each sentence, and name its subject.
What is asserted of Henry? Which word tells what Henry
threw ?
Which word tells what the kitten caught, or denotes the thing
receiving the action expressed by the verb?
The noun or pronoun that denotes the person or thing receiv-
ing the action expressed by a verb is called the object of the
verb. Some verbs require objects to complete their meaning.
A verb that requires an object is a transitive verb.
A verb that does not require an object is an intransitive verb.
EXERCISE
Copy these sentences. Underline the verbs, the subjects of
the verbs, and the objects of tJie transitive verbs : —
1. The cat caught a mouse. 8. Artists paint pictures.
2. John lost his ticket. 9. Newsboys sell papers.
3. Grocers sell butter. 10. She sat by the table.
4. The teacher rang the bell 11. Grace brought the paper.
5. The wheel moved. 12. Walter gathered the pears.
6. Birds build nests. 13. The captain left the boat.
7. The horse broke his halter. 14. I met a little cottage girl.
LESSON CVI
SINGULAR AND PLURAL FORMS OF VERBS
1. The camel bears heavy burdens.
2. Camels bear heavy burdens.
3. The boat moves slowly.
4. The boats move slowly.
I SINGULAR AND PLURAL FORMS OF VERBS 1 25
Mention the verb in each sentence and name its subject.
Which verbs have singular subjects? Which have plural subjects?
How do the verbs used with the singular subjects differ in form
from those used with the plural subjects?
I The form of a verb used with a singular subject is called the
j singular form.
The form of a verb used with a plural subject is called the
plural form.
Most verbs used with singular subjects in the third person add
* or 65, to form the singular; as, walk, walks; go, goes.
A few verbs have special forms for singular and plural sub-
jects; as, —
He is here. He was there.
They are here. They were there.
He has the book.
They have the book.
EXERCISE 1
Point Old the sing?ilar and the plural forms of the verbs
in the following sentiences, and tell why each form is
used : —
1. The stockings hang by the chimney.
2. The shadows dance upon the wall.
3. The mountains are covered with snow.
4. The birds have gone to rest.
5. This stream flows rapidly.
6. The exercises begin at eight o'clock.
7. The house stands on the side of a hill.
8. A sycamore grows by the door.
126 LESSONS IN ENGLISH
9. His voice is soft and gentle.
10. The ships were loaded with tea.
11. These timbers are valuable.
12. The spring comes slowly up this way.
13. The walls are high, and the shores are steep,
And the stream is strong, and the water deep.
14. Too many cooks spoil the broth.
15. He goes on Sunday to the church.
EXERCISE 2
Write sentences containing the followi^ig words tised as
verbs : —
live
comes
rides
are
were
tells
make
hears
moves
go
builds
come
has
was
goes
EXERCISE 3
Write sentences containing the following^ used correctly
as subjects of singular verbs : —
September wind chair
window path forest
nephew night street
EXERCISE 4
Write sentences containing the following, used correctly
as subjects of plural verbs : —
caterpillars trees stars
houses swallows merchants
railroads brothers Americans
STUDY OF A DESCRIPTION 12/
LESSON CVII
STUDY OF A DESCRIPTION
HOW FLIES WALK
You have often seen a fly walking on the ceiling or run-
ning up a smooth pane of glass, and have wondered how
it could hold on.
By examining the foot of a fly with a powerful micro-
scope, it has been found that a fly's foot is made up of
two little pads, upon which grow very fine short hairs.
These hairs are so very fine that there are more than a
thousand on each foot-pad. The hairs are hollow, with
trumpet-shaped mouths. Back of the pad is a little bag
filled with liquid glue. When the fly steps, it presses the
liquid through these hollow hairs out of the little mouths.
The moment the glue reaches the air it hardens. Thus
we see that at every step the fly takes, it glues itself to the
surface. When the fly lifts its foot, it draws it up gently
in a slanting direction, just as you might remove a moist
postage-stamp, by beginning at one corner and gently
drawing it back.
EXERCISE 1
Of what two parts is a fly's foot made up? How was this
found out? What grow on each foot-pad? Describe the hairs.
Name a flower that is trumpet- shaped. What is back of the
pad? What takes place each time that the fly steps? How does
the fly Hft its foot?
128
LESSONS IN ENGLISH
EXERCISE 2
Write sentences illicstrating the correct use of the follow-
in2' words: —
ceiling
smooth
examine
powerful
microscope
hollow
trumpet
liquid
glue
surface
slanting
moist
EXERCISE 3
Tell in your own words ^'How Flies Walk.'*
1. Give a description of a fly's foot.
2. Tell what takes place when the fly steps.
LESSON CVIII
ORAL COMPOSITION
EXERCISE 1
Read the following story : —
ORPHEUS AND EURYDICEi
Orpheus, the son of Apollo, could play so sweetly on his
lyre, that all kinds of wild beasts — lions and tigers and
wolves, — and birds — little singing birds, and great hawks
and eagles, — and even the trees and the rocks gathered
around him to listen.
One day, his wife, Eurydice, was bitten by a serpent.
Then she had to leave Orpheus and go down into the
dark lower world, where Pluto was king and Proserpine
queen.
1 Orpheus {or'-fe'us), Eurydice (yu-rid'-ls-e).
j WORDS THAT SHOW HOW 1 29
Orpheus loved Eurydice so well that he could not bear
jto stay on the earth without her, so he followed her down
^into the lower world, playing on his lyre all the way. He
I played so sadly and so sweetly before Pluto and Proserpine,
I that Pluto gave his permission for Eurydice to return to
'the earth, on one condition. This was, that Orpheus should
mot look back to see if Eurydice was coming.
, So they started, Orpheus playing on his lyre, and Euryd-
jice following. They had almost reached the familiar upper
world, and could see the sun rising over the sea, when
Orpheus looked back, thus breaking his promise to Pluto.
He only saw Eurydice fading away, and reaching out her
arms to him in farewell, for now she must return to the
lower world.
Then Orpheus sat down on the bank of the river Styx,
and played on his lyre, and sang sad music, while the tears
fell from his eyes, till he had wept and sung his life away.
Then he went to live with Eurydice in the lower world, and
they were never separated any more.
EXERCISE 2
Tell in your own words the story of ^^ Orpheus and
Eurydice''
LESSON CIX
WORDS THAT SHOW MOW
1. He spoke kindly.
2. The boat moved slowly.
3. Charles v^rites well.
4. The wind blows gently.
130 LESSONS ixN ENGLISH
Read the first sentence. What is the use of kindly ?
What is the second statement about? What word asserts some-
thing of the boat? What is the use of the word slowly?
What word asserts an action of Charles? What is the use of
the word well?
What word asserts something of the wind? What does gently
show?
In the foregoing sentences, which words are used with verbs to
modify their meanings? What do these words show?
EXERCISE 1
Read the following se7itences, supplyifig words that will
tell how —
The snow falls. 6. The soldiers marched.
The river runs. 7. The tired child sleeps.
The children laughed. 8. The boy waited.
The man worked. 9. The cricket chirps.
Anna sang. 10. The gloves were mended.
EXERCISE 2
Copy the follozving sente'nces, underline the verbs, and fill
the blanks with words showi?ig how the actions are per-
formed : —
1. The man walks .
2. Ruth reads .
3. The bell rings .
4. Horace crossed the street
5. The snow falls .
6. She speaks and
7. The door swings .
WORDS THAT SHOW WHEN 131
8. The children play
9. Laura thinks .
10. Snails move -.
11. The boy writes -.
EXERCISE 3
Use each of the following words in a sentence^ to show
how some action is performed: —
easily quickly quietly
generously plainly fast
patiently carefully noisily
distinctly brightly neatly
pleasantly merrily , carelessly
LESSON CX
WORDS THAT SHOW WHEN
1. I wrote four letters yesterday.
2. Alice rides often.
3. The magazine is published monthly.
4. He seldom spoke of the war.
What word in the first sentence asserts an action? What is the
use of the word yesterday ?
What word asserts something of Alice? What does often do?
What is the third statement about? What word shows how often
ithe magazine is pubhshed?
What word asserts something of he ? What is the use of seldom ?
Name the words in the sentences above that show when or how
often actions were performed?
132 LESSONS IN ENGLISH
EXERCISE 1
Copy the following sentences, a7td underline the words that
show when: —
1. They went home early.
2. I saw the picture yesterday.
3. The paper came to-day.
4. Always speak the truth.
•5. I will go presently.
6. Cross the bridge, then follow the crowd.
7. Never be discouraged.
EXERCISE 2
Use the following words in sente7zces, to show tvhen some-
thing was do7ie. Underli^ie the verbs: —
often soon never afterward always
now yesterday quickly early late
LESSON CXI
WORDS THAT SHOW WHEUE
1. The man stood here.
2. He stepped forward.
3. Charles threw the ball down.
In the sentences above what does the word here show ? the word
forward? the word down?
Give a sentence in which the meaning of the verb is modified by
a word showing how. Give one in which the meaning of the verb
is modified by a word showing when,
A word that modifies the meaning of a verb is an adverb.
COMPOSITION 133
Sometimes an adverb is used to modify the meaning of an
adjective; as, —
This pencil is too short.
Sometimes an adverb is used to modify the meaning of another
adverb; as, —
He speaks very rapidly.
EXERCISE 1
Copy the followijig statements, addiftg zvords to show
where : - —
1. The tree stood. 5. We see the stars.
2. The boy jumped. 6. He threw the box.
3. The train moved. 7. The family moved.
4. The man looked. 8. The children ran.
EXERCISE 2
Use these zvords in sentences, to "inodify verbs, adjectives, or
other adverbs : —
away neatly very back almost
backward swiftly here there down
LESSON CXH
COMPOSITION
Tell as clearly as you can Jiow to do any one of the
fo llowijig th ings : —
I How to Pop Corn. How to Harness a Horse.
How to Make Molasses Candy. How to Make a Kite.
How to Make a Bed. How to Catch a Crab.
How to Ride a Bicycle. How to Row a Boat.
134 LESSONS IN ENGLISH
HOW TO POP CORN
What kind of corn is best for popping ? How do you
prepare it ? How much corn do you put into the corn-
popper at a time? Where do you hold the corn-popper?
Do you hold it still or keep it moving ? Why ? How
will the corn look when it is done?
LESSON CXIII
USE OF NEGATIVES
Tell which of these sentences affirm, and which deny : —
The articles will be found.
The articles will never be found.
These grapes are ripe.
These grapes are not ripe.
He knows something about the matter.
He knows little about the matter.
He does not know anything about the matter.
I told one person.
I never told you that.
I did not tell anybody.
Our climate is warmer than theirs.
Our climate is not warm.
USE OF NEGATIVES 1 35
A sentence that affirms is called affirmative, and one that denies
is called negative.
Which of the foregoing sentences are affirmative? Which are
negative ?
A word that denies is called a negative.
Name the negatives in the sentences above.
Do not use two negatives in the same sentence, unless you wish
jto express an affirmation.
EXERCISE 1
Change these sentences, making each express a meaning
opposite to the m^eaning given: —
1. Your mail has come.
2. The boy is better.
3. He will pay something for the use of the carriage.
4. I did not give him anything.
5. Don't tell anybody.
6. Speak to the child.
7. It will do no good.
8. He did not put anything into the box.
9. The nurse followed the directions given.
10. They said something to the owner of the boat.
11. He will arrive before night.
12. The matter was not explained.
13. I saw nothing like this.
14. I did not learn anything about the accident.
15. They never found the watch.
Example. — Your mail has not come.
136
LESSONS IN ENGLISH
LESSON CXIV
A PICTURE LESSON
THE DEPARTURE
y. Den7ieulin
EXERCISE 1
Why are these men, women, and children assembled on
the beach ? Who do you think has gone away in the
ship ? Why is the dog so interested ?
What kind of shoes do these people wear? What does
that tell you about their home ? How many baskets do
you see ? What are they for ?
EXERCISE 2
Write the story that the picture tells you.
REVIEW 137
LESSON CXV
REVIEW
EXERCISE 1
What is a proper name ?
With what kind of letter should a proper name begin ?
In each of the following sentences tell whether the itali-
cized word is a noun or a verb. Give reasons for your
statements : —
1. Your watch is too slow.
2. Sailors watch the sky.
3. The rose is fragrant.
4. Edith rose from the chair.
5. The house is built on a rock.
6. The waves rock the vessel.
EXERCISE 2
Give a sentence containing an adjective used to point
out something; an adjective used to describe something;
an adverb used to show how something is done.
Read these sentences and tell whether the italicized
words are adjectives or adverbs. Give reasons: —
1. We came on the fast train.
2. Do not talk so fast.
3. The woman has a patient face.
4. He performed the task patiently.
5. We had a pleasant ride.
6. Speak pleasantly.
138 LESSONS IN ENGLISH
EXERCISE 3
Write sentences containing the following words used as
nouns : —
ride ring plant saw plough
iron roof carpet light rose
EXERCISE 4
Write sentences containi^ig the followiiig words used as
verbs : —
ride carpet plant plough light
iron ring saw walk speak
EXERCISE 5
Write sentences containing the following words used as
adjectives : —
kind white strange bright soft
tall deep rapid light shrill
EXERCISE 6
Write sentences containing the following words used as
advej^bs : —
well fast . often here gently
now far slowly kindly lightly
EXERCISE 7
Write sentences containing tJie following words used as
the subjects of verbs : —
clock boat fern robin dog
house basket bell wren horse
WORDS THAT SHOW RELATION 1 39
LESSON CXVI
WORDS THAT SHOW RELATION
In the following sentences find the words that join nouns or
pronouns to other words : —
1. Fishes live in water.
2. Raindrops come from the clouds.
3. Look at them.
A word used with a noun or pronoun to show its relation to
some other word in the sentence is a preposition.
The noun or pronoun used with a preposition in this manner
is called its object.
EXERCISE 1
Copy the follozving sentejices, filling the blanks with prepo-
sitions : —
1. The stream runs the bridge.
2. The leaves fall the trees.
3. Currants grow bushes.
4. The lawn is covered grass.
5. A bird the hand is worth two the bush.
6. The clock stands the shelf.
7. The river flows the sea.
8. No one looked him.
EXERCISE 3
Copy the following sejitences^ and dj^aw lines U7tder the
prepositions and luider tJie objects of the prepositions : —
1. The man walked across the bridge.
2. One oar fell into the water.
140 LESSONS IN ENGLISH
3. The child ran to its mother.
4. Who went with her?
5. My hat is on the table.
6. The cherries on this tree are ripe.
7. They passed through the city.
8. His coat was lined with silk.
LESSON CXVII
STUDY OF SELECTION
ROBERT OF LINCOLN
I
Merrily swinging on brier and weed,
Near to the nest of his little dame,
Over the mountain-side or mead,
Robert of Lincoln is teUing his name:
Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Snug and safe is that nest of ours,
Hidden among the summer flowers.
Chee, chee, chee.
II
Robert of Lincoln is gayly drest.
Wearing a bright black wedding coat;
White are his shoulders and white his crest.
Hear him call in his merry note :
Bob-o'-link, bob-o'-link,
Spink, spank, spink;
STUDY OF SELECTION I4I
Look, what a nice new coat is mine,
Sure there was never a bird so fine.
Chee, chee, chee.
Ill
Robert of Lincoln's Quaker wife,
Pretty and quiet, with plain brown wings,
Passing at home a patient life,
Broods in the grass while her husband sings :
Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Brood, kind creature; you need not fear
Thieves and robbers while I am here.
Chee, chee, chee.
IV
Modest and shy as a nun is she ;
One weak chirp is her only note.
Braggart and prince of braggarts is he,
Pouring boasts from his little throat:
Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Never was I afraid of man;
Catch me, cowardly knaves, if you can.
Chee, chee, chee.
Six white eggs on a bed of hay,
Flecked with purple, a pretty sight !
142 LESSONS IN ENGLISH
There as the mother sits all day,
Robert is singing with all his might:
Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Nice good wife, that never goes out,
Keeping house while I frolic about.
Chee, chee, chee.
VI
Soon as the little ones chip the shell.
Six wide mouths are open for food ;
Robert of Lincoln bestirs him well.
Gathering seeds for the hungry brood,
Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
This new Hfe is likely to be
Hard for a gay young fellow like me.
Chee, chee, chee.
VII
Robert of Lincoln at length is made
Sober with work, and silent with care;
Off is his holiday garment laid.
Half-forgotten that merry air, —
Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
Nobody knows but my mate and I
Where our nest and our nestlings lie.
Chee, chee, chee.
STUDY OF SELECTION 143
VIII
Summer wanes : the children are grown ;
Fun and frolic no more he knows ;
Robert of Lincoln's a humdrum crone ;
Off he flies, and we sing as he goes :
Bob-o'-link, bob-o'-link,
Spink, spank, spink ;
When you can pipe that merry old strain,
Robert of Lincoln, come back again.
Chee, chee, chee.
— William Cullen Bryant.
What is the poem about?
Read the first stanza. Where was Robert of Lincoln? What
was he doing? What word would be used in prose instead of
mead? What do the fifth and sixth lines tell? What are the two
following lines about? What is meant by the nest's being snug?
What is meant by its being safe ? What are the closing words
of the song?
Read the second stanza. What does the first line tell? What
do the second and third lines do? What is meant by his crest?
What is the hearer requested to do in the fourth line? What is
the song about?
Read the third stanza. What are the first four lines about? Why
is Robert's wife called a Quaker wife ? Which words describe her
appearance? What does the wife do? Where does she brood?
What does her husband sing to her?
Read the fourth stanza. What are contrasted in the first four
Hnes? To what is the wife compared? What is said about her
singing? What is the husband called? What are his words?
144 LESSONS IN ENGLISH
Read the fifth stanza. How many eggs are spoken of? Of
what color were they? What did the mother do all day? What
did Robert do?
Read the sixth stanza. What is the meaning of chip? What
happened when the shells were chipped? What did Robert do
then? What was his song now?
Read the seventh stanza. How did the work and care affect
Robert? What is meant by laymg off his holiday garinent?
Ans. Changing his color.
What was half- forgotten? What is meant by 7nate in the seventh
line? By nestlings in the eighth Hne?
Read the last stanza. What is the first statement? What is
the meaning of wanes? What is the second statement? The
third ? To what does he refer in the second line ? What is Robert
called in the third Hne? Where does he go? When shall we
welcome him back?
EXERCISE 1
Copy the first two stanzas of this poem, and commit them
to m,em,ory.
EXERCISE 2
Write about ^^ Robert of Lincoln''
1. Describe Robert of Lincoln's appearance, tell where
he sings, and what he says in his song.
2. Describe his wife, and tell what she does.
3. Tell about Robert's work, and about his departure.
4. Tell what you know about the life of the bobolink.
NOMINATIVE FORMS OF PRONOUNS 145
LESSON CXVIII
NOMINATIVE FORMS OF PRONOUNS
1. We walked to the beach.
2. She joined the children.
3. They are gathering pebbles.
What word makes the assertion in the first sentence? What
word is the subject of the verb walked?
W^ho joined the children? What is the subject oi joined?
What does the third sentence tell? What is the subject of the
verb ?
The words /, Ae, shey ive, and ihey take the place of nouns
used as the subjects of verbs.
The form of a pronoun that is used as the subject of a verb is
the nominative form.
EXERCISE
Copy the following sentences, filling the blanks with the
nominative forms, I, he, she, we, or they. In sentences like
these, the speaker should 7nention hirnself last.
1. Frank and are going to ride.
2. and have read the book.
3. Clara and will do your errand.
4. , , and are going together.
5. missed our train.
6. Edward and did the work.
7. Hear the children. are singing.
8. and went to Central Park.
9. Edith and were invited.
146 LESSONS IN ENGLISH
LESSON CXIX
OBJECTIVE FORMS OF PRONOUNS
Read these sentences, and tell which words are used as objects : — ■
1. I saw Henry.
2. I saw him.
3. He went with the boys.
4. He went with tJieni.
5. She gave the flowers to Elizabeth and me.
6. She gave the flowers to her and me.
7. She gave the flowers to us.
Name the pronouns, and tell for what word each is used.
Which pronouns are the objects of verbs? Which are the objects
of prepositions ?
The words we, him^ her., uSj and them take the place of nouns
used as objects.
The form of a pronoun used as the object of a verb or of a
preposition is the objective form.
EXERCISE
CoJ)j/ the following sentences, and fill the blanks with the
objective forms, Jtie, hhn, feer, us, or them : —
1. Grace called, and Dorothy went home with .
2. That book was given to — — and .
3. Our friends did not wait for ,
4. The hunters took their guns with .
5. These things are common with .
6. His friends could not please .
7. The picture hung directly in front of — — .
POSSESSIVE FORMS OF PRONOUNS 147
LESSON CXX
POSSESSIVE FORMS OF PRONOUNS
Read the following sentences, and tell which words denote
possession : —
1. I have lost my pencil. 7. Here is his hat.
2. This pencil is mine. 8. We lost our way.
3. This is her fan. 9. This carriage is ours.
4. This fan is hers. 10. Are these bees yours f
5. They met their friends. 11. Are these j/^//r bees .?
6. These cabins are theirs. 12. The bird fell from zVi- nest.
The form of a pronoun used to denote possession is the pos-
sessive form.
Which possessive forms above are used before the nouns they
modify, and which forms are used after the noun?
EXERCISE 1
Copy these sentences, and draw a line tinder each word
that denotes possession : —
1. Her eyes were blue.
2. These coats are theirs.
3. My horse stood near me.
4. We lost our way in the wood.
5. Are these slippers yours }
6. The drooping flower raised its head.
7. The black hat is mine.
8. They pitched their tents near our dwelling.
9. Are these trunks yours ?
10. Two of them are ours.
148 LESSONS IN ENGLISH
EXERCISE 2
Write sentences containing the following words. Never use
the apostrophe with these possessive forms : —
my yours hers their
mine his * our theirs
your her ours its
LESSON CXXI
DICTATION EXERCISE
1. Most animals are provided with means by which to
avoid or escape danger. Some creatures are of such a color
that they are not readily seen as long as they remain motion-
less. Thus the giraffe may easily be overlooked as he
stands amidst the leafless stems of dead trees.
2. Those creatures whose bulk or color is such as to
render them easily visible are usually provided with keen
sight and scent, and also with great speed. Thus the
ostrich from its contrast to the plains on which it feeds
can readily be seen at a distance. The bird is therefore
provided with a keenness of vision and a speed unrivalled
by any other creature.
3. Beasts of prey are usually so tinted that they can
hardly be distinguished from the ground or the foliage-
amidst which they prowl. A lion in the long dry grass
of an African plain or a tiger amidst dark brown or black
weeds in an Indian jungle is almost invisible. Such animals
by means of their padded feet can move about in the
most silent manner. Thus guarded against detection by
eyes or ears they easily procure their prey.
ORAL COMPOSITION 149
LESSON CXXII
ORAL COMPOSITION
EXERCISE 1
Read the following story : —
ARACHNEi
Aracbne lived on the shores of the Mediterranean, and
was famous for her skill in spinning and weaving and in
embroidery.
A little shellfish was found in the sea near her home,
from which men obtained a very beautiful dye called
Tyrian purple. Arachne's father used to dye his wool in
this rich purple color. Then Aracbne spun this purple
wool, and drew out the threads so long and so fine that
they looked as filmy as the mists that hang over the sea.
Now, the goddess Athene had first taught the children
of men how to spin the wool from the sheep, and then
how to weave it into cloth ; she had also taught them all
the arts of the needle. So, when people saw how skilful
Aracbne was in these things, they said she must have
been taught by Athene, meaning that she was inspired in
• her work by Athene.
But Aracbne insisted that she owed all her skill to her-
self alone. She even went so far as to say that she
should like to weave in competition with the goddess
Athene, to see which could weave the better.
Then a bent old woman came to her, and tried to per-
"^ Kxd,Q\xuQ {a-rak^-ne).
150 LESSONS IN ENGLISH
suade her to be thankful to Athene for her great skill ;
but Arachne said some very boastful things, and was
very disrespectful. Then the bent old woman threw off
her cloak, and all at once grew tall and beautiful, and
Arachne saw that it was the goddess Athene herself.
Still Arachne would not give the goddess the honor, but
was willing to weave with her, as she had said.
Then Athene and Arachne each wove a wonderful tap-
estry. Athene's was covered with beautiful pictures ; but
Arachne's, although very skilful, represented all sorts of
wicked things, for Arachne felt very spiteful when she
was weaving.
When the tapestries were finished, and Athene saw what
Arachne had done, she sprinkled her with the juice of a
strange, poisonous plant, and changed her into a spider.
To this day the children of Arachne spin webs of
wondrous fineness, but beware of their bite, for they are
ever ready to show their venom.
EXERCISE 2
Tell ill your own words the story of ^^ Arachne.''
LESSON CXXIII
WORDS AFTER IS AND WAS
Use the words it is with /, he, she, we, or they, in answering
the following questions : —
1. Who is knocking at my door.?
2. Is that Harold in the boat?
WORDS AFTER IS AND IVAS
151
3. Is that your sister ?
4. Is it you and Walter that wish to go ?
5. Is it your cousins who are singing?
Example. — Question. Who is knocking at my door ?
Answer. It is I.
EXERCISE 1
Copy the folloiving questions, ajid write an answer to
each question, using i^i your answer, the words it was with
I, he, she, tve, or they: —
1. Was it your father and mother that entered the house?
2. Was it the postman that rang the bell ?
3. Was it you that left the book ?
4. Was it Helen that drew this picture ?
5. Was it you and Florence that called to see me ?
EXERCISE 2
Change these statements to questions.
tio7is : —
Write the ques-
It is I
It is he
It is she
It is we
It is they
It is we that must go
It is he or they
It was I
It was he
It was she
It was we
It was they
It was he or she
It was he that spoke
152 LESSONS IN ENGLISH
EXERCISE 3
Copy the following sentences, and fill the blanks with I,
we, liCf she, or they : —
1. Who raised the window? It was .
2. Who is there ? It is '
3. Was that your brother ? It was .
4. It is who are reciting.
5. It was that brought the flowers.
6. Was it the boys ? It was .
7. Was it the Mayor in the first carriage ? It was .
8. Was it ? . It is .
9. Is it } It was .
10. It was that repHed.
11. It was either or .
12. If were , would go.
^ LESSON CXXIV
COMPOSITION
THE RAINBOW
Write a description of " The Rainbow'^
1. Tell what kind of weather brings the rainbow and
when you saw one.
2. Tell what time of day you saw it, where the sun was,
and where you looked for the rainbow.
3. Describe the rainbow — tell its form, name its colors,
and tell in what order they appear.
4. Tell any story that you have heard about the rainbow.
WORDS THAT CONNECT 1 53
LESSON CXXV
WORDS THAT CONNECT
1. The passengers took their seats, and the train
started.
2. He owns the house, but he does not Hve in it.
3. The basket contained apples and oranges.
4. The pupils march and sing.
How many statements are made in the first sentence? Read
each statement. What word joins the two statements?
How many sentences can you form from the second sentence?
Read each. What word joins the two sentences?
What does and connect in the third sentence? In the fourth
sentence?
A word that connects sentences or similar parts of the same
sentence is a conjunction.
EXERCISE 1
Fifid the conjunctions in these setttences, and tell what
they connect : —
1. The door opened, and the boy came in.
2. Walking and rowing expand the chest and strengthen
the muscles.
3. The kettle was singing, and the clock was ticking.
4. Shall we walk or ride .''
5. The notes of the wren are sharp and shrill.
6. He did not like the man's appearance, so he dis-
missed him.
7. We called at the house, but we did not see our friends.
8. The boy seemed pleased, yet he would not speak.
154 LESSONS IN ENGLISH
EXERCISE 2
Copy the followi7ig seiitences, and imderline the conjunc-
tions : —
1. Now stir the fire, and dose the shutters fast.
2. Is this a time to be cloudy and sad ?
3. Days brightly came and calmly went.
4. She trimmed the lamp and made it bright,
And left it swinging to and fro.
5. Our band is few, but true and tried.
6. Sink or swim, live or die, survive or perish, I give
my hand and my heart to this vote.
7. They came, but they did not stay.
8. Her voice was low and sweet.
9. Will you walk or ride ?
10. Speak clearly if you would be understood. .
EXERCISE 3
Write seiitences containing the following : —
1. And connecting two nouns.
2. And connecting two adjectives.
3. And connecting two verbs.
4. And connecting two statements.
5. Bitt connecting two statements.
6. Or connecting two nouns.
7. Or connecting two statements.
8. Yet connecting two statements.
9. For connecting two statements.
10. Unless connecting two statements.
A PICTURE LESSON
155
LESSON CXXVI
A PICTURE STUDY
THE COTTAGE
EXERCISE 1
Where does this cottage stand ? Describe it. What do
you see around the cottage ? What hfe do you notice
about the place ? What time of the year is it ? How do
you know ? Who do you think Uves in this cottage ?
EXERCISE 2
Write a story suggested by this picture.
156 LESSONS IN ENGLISH
LESSON CXXVII
INTERJECTIONS
1. Hark! I hear quails.
2. Hush ! they will hear us.
Read the assertion in each sentence.
Which word in the first example forms no part of the assertion?
What is the use of the word hark ?
Which word in the second example forms no part of the assertion ?
Why is it used?
Words Hke hark and hush are added to sentences to indicate
sudden or intense feeling. Such words are called interjections.
Sometimes an interjection is used with other words in an
exclamatory phrase ; as, —
O noble judge / O excellent young man !
The interjection 0 should be written as a capital letter.
An exclamatory word, phrase, or sentence should be followed by
the exclamation point.
EXERCISE
Copy the following sentences, and notice where the excla-
mation point is placed : —
1. Hark! was it the wind that rustled the leaves?
2. Alas ! I can go no farther.
3. Ah ! is that the cause of his complaint }
4. Away ! we must not linger.
5. "Hello! come back," called the boy.
6. A horse ! a horse ! my kingdom for a horse I
7. Our country calls ; away ! away !
8. Hist! I hear footsteps.
PARTS OF SPEECH 157
I
LESSON CXXVIII
DICTATION EXERCISE
1. Alas! what will become of the poor sailors?
2. Ho ! ho ! the breakers roared.
3. Ah ! there they are.
4. Help ! help ! the boat is sinking.
5. Thou hast all seasons for thine own, O Death!
6. Hark ! 'tis the twanging horn o'er yonder bridge.
7. O mighty Caesar ! dost thou lie so low .?
8. Lo ! how all things fade and perish !
LESSON CXXIX
PARTS OF SPEECH
SUMMARY OF FACTS ABOUT THE USES OF WORDS
A word used as a name is a noun ; as, Arthur rode the horse.
Stars twinkle.
A word used for a noun is a pronoun ; as, / walked. You
came. They went home.
A word used to modify the meaning of a noun or pronoun is
an adjective ; as, Tall oaks from little acorns grow. We are seven.
Look at tJiis picture.
A word that asserts is a verb ; as, The sun shines. Birds build
nests. Ice is cold.
A word that modifies the meaning of a verb, an adjective, or
another adverb is an adverb; as, The rain falls ge?itly. The
room is too small. He walked very slowly.
158 LESSONS IN ENGLISH
A word used with a noun or pronoun to show its relation to
some other word in the sentence is a preposition ; as, They sailed
down the harbor. Speak to him.
A word that connects sentences or similar parts of the same
sentence is a conjunciion ; as, The bell rang, and the boat started.
The sun shines, but the air is cold. The notes of the wren are
sharp and shrill.
A word used to indicate sudden or intense feeling is an inter-
jecfion ; as, Alas! our friends had gone.
Words are thus divided into eight different classes according to
their uses in the sentence. These different classes of words are
called parts of speech.
EXERCISE
Write sentences containing the following : —
1. A noun. 5. An adverb.
2. A pronoun. 6. A preposition.
3. An adjective. 7. A conjunction.
4. A verb. 8. An interjection.
In each one of your sentences underline the part of speech
illustrated.
Part Third
LESSON cxxx
USES OF SENTENCES
1. The box was filled with old coins.
2. Make a good use of your time.
3. What did you see ?
4. How refreshing the rain is !
State the use of each sentence above — tell what it does.
A sentence that states or declares something is a declarative
sentence ; as, —
The car was loaded with wheat.
A sentence that expresses a command or an entreaty is an
imperative sentence ; as, —
Turn to the right.
Keep thy tongue from evil.
A sentence that asks a question is an interrogative sentence ;
as, —
Where shall we go }
159
l6o LESSONS IN ENGLISH
A sentence that expresses sudden or strong feeling is an exclama-
iory sentence; as, —
How cold this water is !
What a brave deed that was !
A complete sentence, not interrogative or exclamatory, should
be followed by a period.
An interrogative sentence should be followed by the interroga-
tion point.
An exclamatory sentence should be followed by the exclamation
point.
EXERCISE 1
In each of the following examples, tell whethe}' the sentence
is declarative, imperative, interrogative , or exclamatory : —
1. These flowers grow by the roadside.
2. The message will be delivered this afternoon.
3. Can you see the lighthouse ?
4. Love your enemies.
5. What a long day it has been!
6. I saw a flock of beach birds.
7. Lead us not into temptation.
8. What a strong arm the blacksmith has !
EXERCISE 2
Write declarative sentences telling hoiv the animals
named below move about from one point to another: —
cows fishes snakes hares
birds turtles toads horses
SUBJECT AND PREDICATE l6l
EXERCISE 3
Write imperative sentences that might be addressed to —
a child ' a dressmaker a bookseller
a dog a florist a class of pupils
a coachman a grocer a company of soldiers
EXERCISE 4
Write interrogative sentences abotct —
the stars clouds rivers valleys
the wind lakes icebergs mountains
EXERCISE 5
Write an exclamatojy sentence about —
a sunset a warm day a cricket
a rainbow a snow-storm a grasshopper
LESSON CXXXI
SUBJECT AND PREDICATE
1. Ice melts.
2. Wood burns.
3. Smoke rises.
Tell what each sentence is about, and what is said about the
thing named.
Every sentence consists of two parts. One part names that
about which something is said ; the other part tells what is said
or asserted about the thing named.
l62
LESSONS IN ENGLISH
The part of a sentence that names that about which something
is asserted is the subject.
The part of a sentence that tells what is asserted about the
person or thing named by the subject is the predicate.
The subject may be expressed by a single word, or by two or
more words ; as, Leaves fall. Dead leaves fall. The dead leaves
fall.
The predicate may also be expressed by a single word, or by
two or more words ; as, Bells ring. Bells are ringing. Bells
are ringing merrily.
EXERCISE 1
Copy the following sentences, filling the blanks with
suitable subjects : —
1. bark. 4. cackle. 7. hoot.
2. mew. 5. crow. 8. caw.
3. bleat. 6. squeal. 9. coo.
EXERCISE 2
Copy the following sentences, fillijig the blanks with
suitable predicates : —
1. Horses — — . 4. Lions . 7. Frogs .
2. Cows . 5. Wolves . 8. Bees .
3. Donkeys . 6. Foxes . 9. Crickets .
EXERCISE 3
Copy the following sentences, and in each example draw
one line under the subject and tzvo lines under the predi-
cate : —
1. Aladdin had a wonderful lamp.
2. Two sailors landed on an island.
I
TRANSPOSED ORDER 1 63
3. The island was covered with trees.
4. A large ship entered the harbor.
5. The cherry tree has white blossoms.
6. The merry party reached the top of the hill.
7. White clouds were sailing in the sky.
8. Birds were singing in the trees.
9. We saw bright-colored butterflies.
10. Spring days are delightful.
LESSON CXXXII
TRANSPOSED ORDER
1. The masts came down.
2. Down came the masts.
3. The night grew darker.
4. Darker grew the night.
Notice the order of the subject and the predicate in the ex-
amples above. In which of these sentences is the subject placed
first? In which is the predicate placed first?
The subject of a declarative sentence is usually placed before
the predicate. This order of parts is called the usual order. But
sometimes, especially in poetry, the subject is placed after the
predicate. This order is called the transposed order.
EXERCISE 1
Point out the subject and the predicate in each of the follow-
ing sentences^ and tell which sentences are in the transposed
order: —
l64 LESSONS IN ENGLISH
1. The trees were in full leaf.
2. Away flew the bird.
3. A little cottage stood near the bay.
4. She lifted the box carefully.
5. On a table lies his silver-hilted sword.
6. In a corner of the room stands his gold-headed cane.;
7. Wide open stood the gates.
8. Blessed are the peacemakers.
EXERCISE 2
Re-write these sentences, arrangmg tJiein in the usual order
with the subject before the predicate : —
1. Here stood the famous tree.
2. Down plunged the diver.
3. Up came the treasure in abundance.
4. At the head of the table sat the Governor.
5. Not far from the gateway was the bridge.
6. Near this spot were the large warehouses.
7. Here might be seen some of the prosperous merchants.
8. Silently fell the snow.
LESSON cxxxni
IMPERATIVE SENTENCES
The subject of an imperative sentence is thou, ye, or you. It
is seldom expressed ; thus, —
Look at this picture.
INTERROGATIVE SENTENCES 165
EXERCISE
Copy the following sentences ^ supplying the subjects that are
understood and enclosing them in brackets : —
1. Open the gate quickly.
2. Water the flowers in the garden.
3. Learn to use your eyes.
4. Look at this spider's web.
5. Never lose a chance of saying a kind word.
6. Hear this account of the accident.
7. Set the tree firmly.
8. Gather the ripe fruit.
Example. — [You] open the gate quickly.
LESSON CXXXIV
INTERROGATIVE SENTENCES
1. The apples are ripe.
2. Are the apples ripe?
Read these sentences, and tell what kind of sentence each
example is.
Name the subject and the predicate in the declarative sentence.
What is the subject in the interrogative sentence? What is the
predicate? Where is the subject placed?
The subject of an interrogative sentence is usually placed after
the predicate, or after the first word of the predicate ; as, —
Where are the flowers f Has the book been found ?
1 66
LESSONS IN ENGLISH
EXERCISE
Copy the following sentences, and hi each example draw one
line under the subject and two lines under the predicate : —
1. Can you row a boat?
2. How did you cross the river ?
3. What do you see ?
4. How much does this pitcher hold ?
5. Has this fountain a name?
6. How many birds are in the nest?
7. Can the young birds fly ?
8. Upon what does the swallow feed ?
9. Why does the swallow fly about so much ?
10. What is a bird of passage ?
LESSON CXXXV
EXCLAMATORY SENTENCES
EXERCISE
Copy the following sejttcnces, a?id point out the subject a^id
the predicate i^i each exa77tple : —
1. What a grand old tree this is !
2. How welcome is the shade !
3. How stately the old house looks !
4. What a wonderful place this is !
5. How long and green the grass is !
6. How the water sparkles !
7. How beautiful is the rain !
8. How excellent is thy loving kindness!
PHRASES 167
LESSON CXXXVI
PHRASES
1. She wore a gold ring.
2. She wore a ring of gold.
3. The tree stood here.
4. The tree stood in this place.
What part of speech is the word gold in the first sentence?
In the second sentence, find a combination of words used Hke
an adjective.
What part of speech is the word here in the third sentence?
In the fourth sentence, find a combination of words used Hke
an adverb.
A combination of words performing a distinct office in a sentence,
but having neither subject nor predicate, is a phrase.
A phrase that performs the office of an adjective is an adjective
phrase; as, —
The life of man is brief.
A phrase that performs the office of an adverb is an adverbial
phrase; as, —
The clock ticked in the corner.
EXERCISE 1
Copy the following sentences, and draw lines under the
phrases : — •
1. The little stream ran under a wooden bridge.
2. The children are playing by the lake.
3. In the corner was a brass bedstead.
l68 ■ LESSONS IN ENGLISH
4. The roof of the church is steep.
5. Many of our birds use hair in their nests.
6. I hear the spring note of the chickadee.
7. The ice on the pond is softened.
8. What is the earliest sign of spring.?
9. The fishes are going up the brooks.
10. The buds of the shad-blossom look green.
EXERCISE 2
Write five sentences containing adjective phrases.
EXERCISE 3
Write five sentences containing adverbial phrases.
LESSON CXXXVII
ADJECTIVE PHRASES
EXERCISE 1
Re-write the following sentences^ substituting equivalent
phrases for the italicized adjectives : —
1. It was a beautiful rose.
2. A woode7z bridge spanned the river.
3. He lost a valuable ring.
4. The leader was a courageous man.
5. The child wore a flannel suit.
6. American soldiers are brave.
7. Wild cattle roam over vast fields.
8. Brass candlesticks were on the mantel.
Example. — It was a beautiful rose.
It was a rose of great beauty.
ADVERBIAL PHRASES
169
EXERCISE 2
Point out the adjective phrases in the followi^ig examples,
and tell what each pJirase modifies : —
The leaves of the lilac are heart-shaped.
The course of the ship was changed.
A bouquet of wild flowers stood on the table.
Have you seen the new house on the corner .?
The branches of the hemlock are very numerous.
The bark of the hemlock is used in tanning.
Listen to the murmur of the brook.
There are vast mines of gold in this island.
Here we found a spring of fresh water.
Did you ever see a nest of wild bees }
\
LESSON CXXXVIII
ADVERBIAL PHRASES
EXERCISE 1
Re-write the followi7ig se7itences, substituting equivalent
pJirases for the italicized adverbs : —
1. We sat here for a long time.
2. He removed the soil carefully.
3. The clouds are moving rapidly.
4. What have you there f
5. The work will be done soon.
6. I will now listen to your story.
7. The gardener answered our questions cheerfully.
I/O LESSONS IN ENGLISH
8. Do not read the letter now.
9. Was the coat made properly f
10. He ran into the house excitedly.
Example. — We sat here for a long time.
We sat in this place for a long time.
EXERCISE 2
Point out the adverbial phrases in the folloivi7ig sen-
tences^ and tell what each phrase modifies : —
1. A young bird sat on the garden wall.
2. The boat sailed up the river.
3. We were received with open arms.
4. Their ship was wrecked on this island.
5. These bulbs are left in the ground all summer.
6. In the morning, we proceeded on our journey.
7. Woodpeckers drum on dry limbs. '
8. The raindrops glistened on the trees.
9. Jacob went down into Egypt.
10. Crossbills were feeding in the pines.
LESSON CXXXIX
STUDY OF SELECTION
THE GLADNESS OF NATURE
I
Is this a time to be cloudy and sad,
When our mother Nature laughs around ;
When even the deep blue heavens look glad,
And gladness breathes from the blossoming ground ?
STUDY OF SELECTION I/I
There are notes of joy from the hang-bird and wren,
And the gossip of swallows through all the sky;
The ground-squirrel gayly chirps by his den,
And the wilding bee hums merrily by.
Ill
K The clouds are at play in the azure space,
P And their shadows at play on the bright green vale.
And here they stretch to the frolic chase.
And there they roll on the easy gale.
IV
I
m There's a dance of leaves in that aspen bower,
■ There's a titter of winds in that beechen tree,
K There's a smile on the fruit, and a smile on the flower,
JP And a laugh from the brook that runs to the sea.
And look at the broad-faced sun, how he smiles
On the dewy earth that smiles in his ray.
On the leaping waters and gay young isles ;
Ay, look, and he'll smile thy gloom away.
— William Cullen Bryant.
Read the first stanza. What does this stanza do? Read the
first line of the question. How many reasons are given in this
stanza for not being cloudy and sad? State each. What is meant
by our mother Nature? Why is she said to be laughing?
Read the second stanza. What does the first line tell? What
1/2 LESSONS IN ENGLISH
is a hang-bird? What kind of nest does it build? What is the
second line about? What are the swallows said to be doing? What
does the squirrel do? How does he chirp? Where does he chirp?
What is the fourth line about? What is the meaning of wilding?
What is the use of inerrily ?
Read the third stanza. What is the first hne about? Name the
phrases in this line and tell the use of each. What is meant by the
azure space? What does their refer to in the second line? What
were the shadows doing? Does the third line refer to the shadows
or to the clouds? What does the fourth line refer to?
Read the fourth stanza. In this stanza, how many different
things are said to express pleasure? Name the different things
and tell what actions are ascribed to them.
Read the last stanza. At what is the reader directed to look?
What is the sun said to be doing? What word indicates the hap-
piness of the earth? Of the waters? Of the isles? Why is the
reader told to look at the sun?
EXERCISE
Copy the poem abo7it " The Gladness of Nature " and
commit it to m^emory.
LESSON CXL
LETTER- WRITI NG
EXERCISE
You are visiting a friend.
Write a letter to some member of your family who is at
Jtome, telling how you are spending your time, and describ-
ing some place of interest that you have visited.
CLAUSES 173
LESSON CXLI
CLAUSES
1. You will change your plans if you are wise.
2. The car stopped when the bell rang.
How many assertions are made in each of the sentences above?
Give the subject and the predicate in each assertion.
A combination of words performing a distinct office in a sen-
tence, and having a subject and a predicate, is a c/auso.
A clause that expresses the leading or principal thought of a
sentence is an indepsndant or principal clause; as, —
If our cause is just, we shall succeed.
A clause that depends upon some other part of the sentence for
its full meaning is a dependent or subordinate clause; as, —
If oiw cause is just, we shall succeed.
EXERCISE
Copy the following sentences, and draw lines 2inder the
dependent clauses : —
1. The night cometh, when no man can work.
2. Hear me, for I will speak.
3. If the ground is too wet, the plants will not grow.
4. This tree will flourish, for it has struck its roots deep.
5. The people murmured as their suffering increased.
6. As we approached the house, we heard the sound of
music.
7. They will return when the matter is decided.
8. We came to a point where four paths met.
174 LESSONS IN ENGLISH
LESSON CXLII
RELATIVE PRONOUNS
1. The general, who is aji excellent horseman, kept
his seat.
2. They entered this path, which is steep.
3. He that is giddy thinks the world turns round.
In each of the examples above, point out the principal clause
and the dependent clause.
Find in each dependent clause a word that refers to a preced-
ing noun or pronoun, and tell how the dependent clause is joined
. to the principal clause.
A pronoun that refers or relates to a noun or another pronoun
and joins to it a dependent clause is a relative pronoun.
The noun or pronoun to which a relative pronoun refers or
relates is called its antecedent, because the antecedent usually pre-
cedes the pronoun ; as, —
The boy who delivered the message is not here.
They that touch pitch will be defiled.
EXERCISE
Copy the following sentences, and iL7ide7'line the relative
p7vnoiins and their antecedents : —
1. He who is not master of himself cannot control others,
2. The weather, which had been fine, now changed.
3. The children, who had been waiting outside the door,
entered the room joyfully.
4. These fields, which were forty feet square, resembled
so many beds of flowers.
COMPOSITION 175
5. A sharp tongue is the only instrument that grows
keener with constant use.
6. The paths that lead to the castle are carefully guarded.
7. The cell of the bee is built at that angle which gives
the most strength with the least wax.
8. Birds are not the only animals that migrate.
9. The journeys which the salmon make are as regular
and remarkable as those of birds.
10. Sometimes from lack of food insects migrate. This
has been shown by the swarms of grasshoppers which
have swept through some of our Western States.
LESSON CXLIII
COMPOSITION
OUR SONG BIRDS
Write about " Our Song Birds!'
1. Tell what the most common song birds are in your
locality.
2. Give, as fully as you can, facts relating to their food
supply, and show their great value to man.
3. Mention some of the natural enemies of birds, such
as cats, owls, snakes, etc.
4. Tell how birds have been destroyed through the
action of egg-collectors and sportsmen.
5. Show what the effect of using birds for millinery
purposes has been, and tell what you know about the
societies that have been formed to prevent their destruction.
1/6 LESSONS IN ENGLISH
LESSON CXLIV
ADJECTIVE CLAUSES
1. Is this the book that was lost?
2. The chair was made of oak, which had grown
dark with age.
Read the dependent clause in the first sentence. What does it
modify ?
Read the second sentence. Which is the explanatory clause
in this example? What does it modify?
A clause that performs the office of an adjective is an adjective
clause.
EXERCISE
Copy the following sentences, and imde7dine the adjective
clauses and the words which they modify : ■ —
1. Did you ever hear of the golden apples that grew in
the garden of the Hesperides ?
2. Many people doubted whether there could be real
trees that bore apples of solid gold upon their branches.
3. Adventurous young men, who desired to do a braver
thing than any of their fellows, set out in quest of this
fruit.
4. None of them brought back the apples that grew on
the golden apple tree.
5. It is said that the tree was guarded by a terrible
dragon, which had a hundred heads. Fifty of these heads
were always on the watch, while the other fifty slept.
ADVERBIAL CLAUSES 177
LESSON CXLV
ADVERBIAL CLAUSES
1. Leave the boat where it can be found.
2. When the apples are ripe, they will fall.
In the first example, point out the principal clause and the
dependent clause. What does the dependent clause tell?
Read the principal clause in the second example. Read the
dependent clause. What does the dependent clause modify?
A clause that performs the office of an adverb is an adverbial
clause.
EXERCISE
Point out the adverbial clauses in the following examples,
and tell what each clause modifies: —
1. When the bees carry in their first pollen, one would
think spring had come.
2. They soon came to a beach, where the great waves
were beating upon the hard sand.
3. Moses was a hundred and twenty years old when he
died.
4. The ball fell where you are standing.
5. An honest man speaks as he thinks.
6. This tree must be planted where the soil is moist.
7. We started on our journey before the sun rose.
8. The stable was locked after the horse was stolen.
9. Strike while the iron is hot.
10. Make hay while the sun shines.
178 LESSONS IN ENGLISH
LESSON CXLVI
LETTER-WRITING
EXERCISE
Write a letter to your mother, who has bee7i away from
home for tzuo weeks.
Tell about the health of the family, and give any items
of home or neighborhood news that she would like to
know.
LESSON CXLVII
ORAL COMPOSITION
EXERCISE 1
Read the following story : —
BALDER
Balder, the beautiful. Balder, the bright, shining god,
dreamed one night that he was wandering in the silent
lower world, the world of the dead. Three nights he
dreamed this dream. Then he told his father Odin, and
his mother Frigga, and their hearts were filled with fear.
Then Frigga, mounted on a swift black horse, rode to
the end of the world. Nine days and nine nights she rode,
and she asked everything she met to promise to do no
harm to Balder. Fire and water, stones and trees, metals,
beasts, birds, and all creeping things gave the promise ;
for all things loved Balder. But the mistletoe she did not
ask, because it was so small and weak.
Then the gods made a sport of throwing sticks and
stones at Balder, to see how they fell from him without
ORAL COMPOSITION 1/9
hurting him. They even threw their spears and other war-
hke weapons at him, but not one of the gods would will-
ingly have hurt him.
Loki, who was always spiteful and selfish, came by one
day, when this sport was going on. He was jealous of
Balder, because none of these things would hurt him, and
he immediately began to contrive a wicked plan. Craftily
disguising himself as an old woman with things to sell, he
visited Frigga's house, and found out that the mistletoe
had given no promise not to hurt Balder. Then he brought
a twig of mistletoe, and gave it to the blind god, Hoder,
inviting him to join in the sport, by throwing something
at Balder.
So, Hoder, not knowing what he was doing, threw the
mistletoe, and instantly Balder fell down dead.
Then all the gods wept ; the earth grew dark and cold,
all the little singing birds flew away, and the flowers
dropped their leaves.
Then Frigga sent a messenger to Hela's dark kingdom,
to ask that Balder might return to earth. Hela said that
if all living things and all things without life would weep
for Balder, he might return. Loki, alone, would not weep.
When Odin, the father of the gods, saw that Loki would
not weep for Balder, his anger was terrible, and Loki was
afraid and hid himself under a mountain.
When Loki, who is the cause of all the selfishness and
wrong-doing in the world, is conquered. Balder will come
again.
EXERCISE 2
Tell in your own words the story of " Balder'^
l8o LESSONS IN ENGLISH
LESSON CXLVIII
POSITION OF MODIFIERS
1. The book had a bright red cover.
2. Only two persons entered the room.
3. I have not read the letter.
Read the sentences. What kind of red cover did the book
have? Notice that the word bright modifies the expression red
cover.
How many persons entered the room? What word modifies
two? Where is it placed?
What does not modify in the third example? Where is it
placed ?
Place each modifier as near as possible to the word that it
modifies.
EXERCISE
Re-write the following sentences, htserting in each example
the word from the parenthesis. Be careful to place each
word so that it will express the 7neaning intended: —
1. They were here three days, (only)
2. The heron's bill was six inches long, (nearly)
3. He gave the boy two silver dollars, (bright)
4. There was a spring of water in the wood, (cool)
5. Did you visit the Ladies' Home? (Old)
6. Do you keep ladies' silk gloves ? (black)
7. I paddled along the south shore, (near)
8. There were two letters in the box. (only)
9. Have you seen our boys' suits ? (flannel)
PHRASE MODIFIERS l8l
10. I have read the book, (not)
11. Packs of dogs came rushing forth, (savage)
12. Herds of bay horses neighed shrilly as we rode past
them, (dark)
LESSON CXLIX
COMPOSITION
YELLOWSTONE PARK
W?Hte a descriptio7t of ''Yellowstofie Park.''
1. Tell where Yellowstone Park is, give its area, and
tell something of its surface.
2. Describe some of its great natural curiosities.
3. Tell what you know about the wild animals that
live in the Park, and what the United States government
has done for their care and protection.
LESSON CL
PHRASE MODIFIERS
EXERCISE
Re-write the following sentences^ inserting in the proper
places the phrases from the parentheses : —
1. Our party hired a little steamer called the Owl. (for
one day)
2. Passengers are requested to purchase tickets, (be-
fore entering the cars, at the company's office)
3. I started out for a trip up the Hudson River, (in
a sailboat)
l82 LESSONS IN ENGLISH
4. He supported his family by cutting wood, (in a
neighboring forest)
5. The flag was shot away, (at the masthead)
6. The 'tree was for shelter, (above them)
7. He was sentenced to jail for disorderly conduct, (for
ten days)
8. A young man desires a room fronting the south,
(of studious habits)
9. In this room is a portrait of the General, (over the
mantel-piece)
10. A basket stood on the sideboard, (of fruit)
LESSON CLI
CLAUSE MODIFIERS
EXERCISE
Re-write the following sentences, inserting in the proper
places the clauses from the parentheses : —
1. The flowers are those in the eastern part of the
Park, (which spring up first)
2. The Greeks were very fond of all sports, (which
could make the body strong)
3. He whispered to the rifleman to take his rifle, (who
sat kneeling in the bow of the boat)
4. The boat now lay unused under the gangway, (which
had taken the party ashore)
5. A bird avoids the snare, (that is cautious)
6. This was the only voyage in all my adventures,
(which was successful)
FORMS OF SENTENCES 183
7. He conquers his greatest enemy, (who masters his
passions)
8. The grapes were raised in a hothouse, (which we
had for breakfast)
9. Have you returned the book to the Hbrary.? (which
you borrowed)
10. He leans on a broken reed, (that leans on his own
strength)
LESSON CLH
LETTER-WRITING
EXERCISE
Your uncle sent you a book for a birthday present.
Write a letter to your uncle, thanking him for the gifty
and telling him why you specially like the book.
LESSON CLHI
FORMS OF SENTENCES
1. The wind blew.
2. When the w^ind changed, the air grew cooler.
3. The wind blew, and the rain fell.
How many thoughts are expressed in the first example above?
How many thoughts are expressed in the second example?
Tell which is the principal clause, and which the subordinate
clause in this sentence.
How many sentences can you form from the third example?
Read the independent parts or members of the third sentence.
1 84 LESSONS IN ENGLISH
A sentence that expresses one thought is a simple sentence;
as, —
The river has a steep bank.
Fasten the boat to the wharf.
Can you row a boat }
How clear the water is !
A sentence consisting of one principal clause and one or more
subordinate clauses is a complex sentence ; as, —
If you try, you will succeed.
This man, who has charge of the building, will show
you the room.
A sentence made up of two or more independent members is a
compound sentence ; as, —
Be just, and fear not.
He passed the tree in safety, but new perils lay before
him.
EXERCISE
Point out the simple^ the complex^ and the coinpoimd sen-
tences in the following examples, and tell of what clauses the
complex and the compoimd sentences are composed: —
1. She stepped quickly across the floor.
2. If you cannot sleep, you can rest.
3. If you would find the most wretched man or woman
in your neighborhood, look for the one who has nothing
to do.
4. They were startled by the tramp of horses' hoofs.
5. He had won great fame among the children, as the
narrator of wonderful stories.
SIMPLE SENTENCES 185
6. Sponges are the skeletons of small marine animals.
7. He entered the room softly, but she heard his step.
8. A soft answer turneth away wrath, but grievous
words stir up anger.
9. The sun was setting as they entered the village.
10. If you will listen, I will tell you the story.
11. , My life's beset, my path is lost.
The gale has chilled my limbs with frost.
12. When life is all sport, toil is the real play.
13. How slowly the boat moves!
14. Look at the shadows on the hillside.
15. The town had drifted behind us, and we were near-
ing the group of islands.
LESSON CLIV
SIMPLE SENTENCES
EXERCISE
hi each of the following examples, (i) tell whether the
sentence is declarative, imperative, interrogative, or exclama-
tory ; and {2) give the subject and the predicate : —
1. Navigation on the Hudson stops about the last of
November.
2. Have you ever seen an ice boat.''
3. How swiftly it moves !
4. Look at the eagles.
5. The eagle seldom or never turns his back upon a
storm.
1 86 LESSONS IN ENGLISH
6. Did the strangers lose their way ?
7. What a graceful tree the elm is !
8. The wood of the oak is remarkable for its strength
and toughness.
9. What a cold morning it is !
10. Listen to the cracking of the trees.
LESSON CLV
PUNCTUATION OF COMPOUND SENTENCES
In each of the following sentences, tell what mark is used to
separate the members of the sentence : —
1. She turned the key, and the lid sprang back.
2. We visited the spot ; but could find neither bush, bird,
nor nest.
The members of a compound sentence, when short and closely
connected, should be separated by the comma ; as, —
The walls are high, and the shores are steep.
When the members of a compound sentence are subdivided by
the comma, they are usually separated by the semicolon ; as, —
He looked upon his people, and a tear was in his eye ;
He looked upon the traitors, and his glance was stern
and high.
EXERCISE
Copy tJie following sente7ices, and place commas and semi-
colons wherever they are needed: —
I. The clock struck ten and the pupils rose from their
seats.
\
COMPOSITION 187
2. The door opened and two children ran down the steps.
3. The forests have shed their leaves and the voices of
the winter birds are heard.
4. Go to the ant thou sluggard consider her ways and
be wise.
5. The swallows prepare for their annual migration and
all things announce the speedy decline of summer.
6. We found the house but the doors were locked and
the family was gone.
7. The table is large and it has two good drawers.
8. Few and short were the prayers we said
And we spoke not a word of sorrow
But we steadfastly gazed on the face that was dead
And we bitterly thought of the morrow.
LESSON CLVI
COMPOSITION
A WESTERN RANCH
Write a description of ''A Western Ranch''
I. Tell what a ranch is, and how it differs from a farm.
■ 2. Describe the way in which the cattle and sheep are
allowed to wander about from place to place, tell how the
herdsmen keep track of them, and how a ranchman knows
his own stock.
3. Describe the buildings and the manner of life on a
ranch.
l88 LESSONS IN ENGLISH
LESSON CLVII
COMPLEX SENTENCES
EXERCISE
In each of the following examples, combine the sentences
into one complex sentence. Make such changes in the sen-
tences as are necessary.
Example. — The storm did not cease, till the Atlantic
was strewn with wrecks.
1. The storm did not cease. The Atlantic was strewn
with wrecks.
2. The settlers made preparations to winter here. Cold
weather was approaching.
3.^ The Emperor's horse was shod with gold. How did
he come by golden shoes }
4. The Emperor's horse was a beautiful creature. His
eyes were wise like a man's. His mane hung down his
neck like a silk veil.
5. He had carried his master through the fire and
smoke of battle. He had heard the bullets whistling
around him. He had kicked. He had bitten. He had
taken part in the fight.
6. He had saved the crown of red gold. He had saved
the life of the Emperor. The life of the Emperor was of
the greatest value.
7. For this reason, the Emperor's horse had golden
shoes. He wore a golden shoe on each foot.
LETTER-WRITING 1 89
LESSON CLVIII
COMPOUND SENTENCES
EXERCISE
In each of the following examples ^ combine the sentences
into one compound sentence. Make necessary changes.
Example. — It was now the fall of the year, and the
nights were cool.
1. It was now the fall of the year. The nights were cool.
2. The leaves turned yellow and brown. The wind
caught them up. They danced about.
3. The clouds hung low. They were heavy with hail
and snowflakes.
4. One evening, there came a whole flock of great
swans out of the bushes. They were shining white. They
had long supple necks.
5. The swans uttered a strange cry. They spread
forth their great wings. They flew away to warmer lands.
6. The Ugly Duckling had never before seen such
beautiful birds. He could not forget them.
LESSON CLIX
LETTER-WRITING
EXERCISE
Widte a letter to a boy or a girl in Cuba, and tell —
1. Why the Fourth of July is celebrated in the United
States.
2. How it is celebrated.
190 LESSONS IN ENGLISH
LESSON CLX
DIVIDED QUOTATIONS
EXERCISE 1
Read the following story : —
THE BOY AND THE NETTLES
A boy was stung by a nettle. He ran home and told
his mother, saying, " Although it pains me so much, I did
but touch it ever so gently."
"That," said his mother, "was just what caused it to
sting you. The next time you touch a nettle, grasp it
boldly, and it will be as soft as silk to your hand, and
will not hurt you in the least."
How many direct quotations^ do you see in this story? Whose
words are repeated in the first quotation? Whose words are repeated
in the second ?
What words divide the mother's remark into two parts ? How are
the words, said his mother, separated from the remainder of the
sentence ?
Read the first part of the last quotation. Read the second part.
By what is each part enclosed ?
When a quotation is divided by other words, each part should
be enclosed by quotation marks ; as, " The greatest of faults," says
Carlyle, "is to be conscious of none."
EXERCISE 2
Copy the story of " TJie Boy and the Net ties ^
1 See page 56*
COMPOSITION 191
LESSON CLXI
COMPOSITION
EXERCISE 1
Read the following story : —
THE LARK AND HER YOUNG ONES
A lark had built her nest in a wheat-field. The young
larks were almost old enough to fly when one day the
owner of the field came to see whether the wheat was
not ready to cut. He looked over the crop and said,
" The wheat is getting ripe, and I must send to all my
neighbors to help me with my harvest."
The young larks were very much frightened at this,
and asked their mother where they could go for safety.
" There is no danger yet," said the mother. " A man
who only asks his neighbors to help him in the harvest is
not in earnest."
A few days later the owner of the field came again,
and found the wheat shedding the grain, as it was over-
ripe. This time he said, " I will come to-morrow with all
the laborers I can hire, and will harvest this wheat."
When the lark heard this, she said to the young larks,
" Now, my children, it is time for us to go. The man
is in earnest this time, for he means to cut the wheat
himself."
EXERCISE 2
Tell in your own words the story of '' The Lark and her
Young Ones'*
192 LESSONS IN ENGLISH
EXERCISE 3
Write in your own words tJie story of *' TJie Lark and
Jier Young Ones^ Be careful to use quotation marks cor-
rectly.
LESSON CLXII
INDIRECT QUOTATIONS
1. " Bless us," cried the Mayor, "what's that?
Anything hke the sound of a rat
Makes my heart go pit-a-pat ! "
2. The Mayor said that anything Hke the sound of
a rat made his heart go pit-a-pat.
Read the Mayor's words in the first example. Whose remark
is repeated in the second example ?
When a remark is repeated in the exact words of another,
what is the quotation called ?
When one person tells what another has said, but does not
use the speaker's exact words, the quotation is called an indirect
quotation.
What kind of quotation do you see in the first example above ?
What kind in the second example ? By what is the direct quo-
tation enclosed ?
An indirect quotation should not be enclosed by quotation marks,
should not begin with a capital letter, and usually should not be
separated from the preceding words by a comma; as, The man
said that he would attend to the ^natter.
INDIRECT QUOTATIONS 193
EXERCISE
Copy the following sentences, and place quotation marks
and commas wherever they are needed: —
1. Once more he cried Stop a minute.
2. Charles said that he had received a letter from his
uncle.
3. A celebrated writer says Take care of the minutes
and the hours will take care of themselves.
4. Herbert says that we planted the seeds too deep.
5. Listen to this boys said she and hear what was done
with your letter.
6. This is a pleasant day said Mr. Snow. Does it not
make you happy Emily }
7. What did he say to you when he came by asked the
officer.
8. He told me that he had to run to save his life.
9. Sisters and brothers, little maid,
How many may you be }
How many } Seven in all, she said,
And wondering looked at me.
LESSON CLXni
STUDY OF INDIRECT QUOTATIONS
EXERCISE 1
Read the following story : —
MERCURY AND THE WOODMAN
One day while a Woodman was resting from his work
by the side of a river, he dropped his axe into the water.
194 LESSONS IN ENGLISH
He found it impossible to recover the axe. Being thus
deprived of the means of earning a living, he sat down on
the bank and mourned his hard fate.
Mercury, who was passing, asked why he wept. He told
him of the loss of his axe, when Mercury plunged into the
water, and bringing up a golden axe, inquired if that were
the one he had lost. Upon the Woodman's saying that
it was not his. Mercury disappeared beneath the water a
second time, and coming up with a silver axe in his hand,
asked the Woodman if that were his. On the Woodman's
saying that this was not his either, Mercury dived into the
river for the third time, and brought up the axe that had
been lost. The Woodman said this was his, and he ex-
pressed his joy at its recovery. Mercury was so pleased
with the Woodman's honesty that he gave him both the
golden and the silver axe in addition to his own.
On his return home the Woodman related to his com-
panions all that had happened. One of them thought he
would see whether he could not secure the same good for-
tune to himself. So he ran to the river, threw his axe
into the water at the same place, and sat down on the bank
to weep.
Mercury appeared as before, and having learned the cause
of the Woodman's grief, plunged into the river, brought up a
golden axe, and asked him if that were his. The Woodman
seized it greedily and said it was the very same axe that
he had lost. Mercury, displeased at his trickery, not only
took away the golden axe, but refused to get for him the
axe he had thrown into the water.
THE COMMA IQS
*
EXERCISE 2
(i) Copy from the foregoing story the sentences which con-
tain indirect quotations.
(2) Re-write the sentences copied, tising direct quotations
in place of the indirect.
LESSON CLXIV
ORAL COMPOSITION
MERCURY AND THE WOODMAN
EXERCISE
Tell in your own words the stoiy of ^^ Mercury and tJie
Woodman.'''
LESSON CLXV
THE COMMA
1. The child has a bright^ happy face.
2. Bats have large front teeth.
3. The grocer sells tea, coffee, and sugar.
What does the word happy describe? What does /^n^/^/ describe?
What mark is placed between the two words? What doQS front
describe? What kind oi front teeth do bats have?
The adjectives bright and happy are used in the same way, —
each describes face. The adjectives in the second sentence are
not used in the same way ; f-ont describes teeth, but large describes
front teeth.
Words used in the same way are said to be in the same con-
struction.
196 LESSONS IN ENGLISH
What words in the third sentence are in the same construc-
tion? How is each of those words used?
Words or phrases in the same construction should be separated
by commas ; as, The lowlands are hot, damp, and unhealthy.
Note. — Two words or two short phrases in the same construction, when
connected by a conjunction, should not be separated by a comma; as, He is
tall and slender.
EXERCISE
Tell which words in the following sentences are i^t the same
construction, and why the cofnmas are used or omitted : —
1. The sky is clear and blue.
2. It will be a clear, cold night.
3. He was in appearance, in manners, and in language
a gentleman.
4. We soon forgot the hardships of the long, cold ride,
5. You will find the coat in the hall or in the closet.
6. The cart was filled with potatoes, beets, and cabbages.
7. The surface of the soil is protected by blackbirds,
crows, thrushes, and latks.
8. The mountains are covered with forests of pine, fir,
and cedar.
LESSON CLXVI
DICTATION EXERCISE
1. He gave a long, low whistle.
2. The man had a newspaper, a cane, and an umbrella.
3. It was a bright, sunny day.
4. Rover gave a short, quick bark.
5. In the morning we read, sing, and play.
6. Henry, Edwin, and I went to ride.
EXPLANATORY EXPRESSIONS 197
7. The boy was cold, tired, and hungry,
8. Stone, wood, and brick are used for building houses.
9. Frogs have long hind legs.
10. Chimney swallows build their nests in caves, trees,
or chimneys.
11. The streets were crowded with men, women, and
children.
12. A small round table stood in the centre of the room.
LESSON CLXVII
COMPOSITION
USES OF FORESTS
Write abotit the '' Uses of Forests T
1. Tell how forests make, save, and enrich the soil.
2. Show how they prevent floods and droughts.
3. Speak of the value of their timber for manufactur-
ing and heating purposes.
4. Tell how they afford shelter and protection to birds
and other animals.
5. Speak of their beauty and grandeur.
LESSON CLXVIII
EXPLANATORY EXPRESSIONS
1. Mr. Hall, our new neighbor, was the first one
to greet us.
2. Washington, the first President, was buried at
Mount Vernon,
198 LESSONS IN ENGLISH
Name the subject and the predicate in the first sentence.
What is the name of the man spoken of ? Who was he ?
Who was buried at Mount Vernon ? Who was Washington ?
What is the explanatory part in the first sentence? What in
the second sentence? In each sentence what marks separate the
explanatory part from the rest of the sentence?
An explanatory expression should be separated from the rest
of the sentence by a comma or commas.
EXERCISE
Copy the following sentences, insertifzg commas where they
a7'e needed : —
1. Charles the eldest son has left home.
2. Mr. Curtis the speaker of the evening was delayed
by an accident.
3. We heard Mr. Spurgeon the great London preacher.
4. Daniel Webster the great American statesman died
at Marshfield.
5. Washington the capital of the United States was
named in honor of the first President.
6. San Francisco the largest city in California is noted
for its fine harbor.
LESSON CLXIX
INTERMEDIATE EXPRESSIONS
1. They, too, carried a flag.
2. The general, riding to the front, led the attack.
3. He has bought, / hear, a large tract of land.
INTERMEDIATE EXPRESSIONS 199
Read the first statement. What word is placed between the
verb and its subject? How is this word separated from the rest
of the sentence?
What is the second statement about? What did the general do?
What is the use of the phrase, riding to the front? How is it
separated from the rest of the sentence?
What is the subject of the verb has bought? What is its object?
What words are placed between the verb and its object? How are
they separated from the rest of the sentence?
Words, phrases, or clauses placed between parts of a sentence
closely related, should usually be separated from the rest of the
sentence by commas.
EXERCISE
Copy the following sentences, and insert commas where
they are needed : —
1. He will no doubt follow your advice.
2. I did him however a great injustice.
3. It is I think the third house from the corner.
4. " My dear Edward " said he '* this is truly kind."
5. The book having been read was returned to the
library.
6. He was on the whole pleased with the work.
7. The boatman who knew the danger told the pas-
sengers to sit still.
8. This was in fact the only interesting feature of the
exercises.
9. He has from first to last given us the benefit of his
advice.
10, Perhaps too he has forgotten the circumstance.
200 LESSONS IN ENGLISH
LESSON CLXX
LETTER-WRITING
EXERCISE
Write a letter to a boy or a girl who lives in Florida^
and tell hint or her about the winter sports in your locality.
LESSON CLXXI
TRANSPOSED EXPRESSIONS
1. The building will be completed in a short time.
2. In a short time, the building will be completed.
3. The flower will fade if you pick it.
4. If you pick the flower, it will fade.
What is said about the building? Mention the verb in this
sentence. What phrase modifies the verb will be completed?
Where is it placed? How does the second sentence differ from
the first? How is the phrase separated firom the rest of the
sentence?
Read the principal clause in the third sentence. Read the
dependent clause. Upon what verb does the dependent clause
depend? Where is it placed? Where is the dependent clause
placed in the fourth sentence? How is it separated from the
rest of the sentence?
When a phrase or a clause is placed out of its natural position,
it is said to be transposed.
TRANSPOSED EXPRESSIONS 201
A transposed phrase or clause should generally be separated
from the rest of the sentence by the comma ; as, Of all our senses^
sight is the most perfect and delightful.
Note. — If the phrase is closely united with the sentence, the comma is
not used; as, Beneath the window is a wooden bench.
EXERCISE
Copy the following sentences^ and place commas where
they are needed: —
1. Before we could reach the spot the gate was closed.
2. On entering the house he found everything in con-
fusion.
3. In the middle of January he was summoned home.
4. If there were time to spare I should be glad to give
you an account of our journey.
5. Without hesitating an instant he stepped forward.
6. If you take my advice you will turn back.
7. When everything was ready the doors were thrown
open.
8. One cold winter night a knock came at the door.
9. As he entered the city he noticed the many changes
that had taken place since his last visit.
10. In skating over thin ice safety lies in speed.
11. If he would listen to the explanation he would under-
stand the matter.
12. In the first place it must be shown that this building
is needed.
13. When the news was received there was great rejoic-
ing among the people.
14. If all goes well the work will soon be completed.
202 LESSONS IN ENGLISH
LESSON CLXXII
STUDY OF SELECTION ^
THE DAFFODILS
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils ;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
II
Continuous as the stars that shine
And twinkle on the Milky Way,
They stretched in never-ending line
Along the margin of a bay :
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
Ill
The waves beside them danced ; but they
Outdid the sparkling waves in glee :
A poet could not but be gay,
In such a jocund company :
I gazed, — and gazed, — but little thought
What wealth the show to me had brought :
STUDY OF SELECTION 203
IV
For oft, when on my couch I he
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bhss of soUtude;
And then my heart with pleasure fills,
And dances with the daffodils.
— William Wordsworth.
Read the first stanza. Who is meant by I? Why is wandered
used instead of walked? What is the use of lonely? To what
is the lonehness of the poet compared? What is the office of the
second line? To what does that refer? What do the next two
fines tell? Where were the daffodils? What is the office of the
last line?
Read the second stanza. What do the first four lines describe?
How were the daffodils arranged? What is the meaning of
margin ? Does the poet mean that he saw exactly ten thou-
sand? What does he mean? What are the daffodils said to be
doing?
Read the third stanza. What waves are spoken of ? What
did the waves do? In what did the daff"odils surpass the waves?
What is the meaning of the third and fourth fines? What do the
last two lines tell?
Read the last stanza. Read the principal clause in the first
statement. When do they flash upon the iftward eye ? What is a
vacant mood? What is the meaning o^ pensive ? What does the
fourth line describe? Give in your own words the meaning of
the first four lines of this stanza. What feeling did this sight
awaken in the mind of the poet?
204
LESSONS IN ENGLISH
EXERCISE 1
Make a list of all the zvoi'ds in this poetn that express
motion^ and notice how their use adds to the vividness of
the description.
EXERCISE 2
Write sentences illustrating the corj^ect use of the fol-
lowing ivords: —
-
wandered
lonely
floats
host
golden
beside
beneath
fluttering
dancing
continuous-
margin
bay
glance
sprightly
glee
jocund
mood
vacant
pensive
solitude
EXERCISE 3
Copy the poem^ and commit it to memory.
LESSON CLXXIII
REVIEW OF PUNCTUATION
DICTATION EXERCISE
I,, poor, miserable Robinson Crusoe, being shipwrecked,
came on shore on this dismal, unfortunate island.
I had neither food, house, clothes, weapon, nor place
to fly to ; and feared that I should be devoured by wild
beasts, murdered by savages, or starved to death for want
of food. At the approach of night, I slept in a tree, for
fear of wild creatures; but slept soundly, though it rained
all night.
EXERCISES IN COMPOSITION 205
In the morning I saw, to my great surprise, that the
ship had floated with the high tide, and was driven on
shore again much nearer to the island. I hoped, if the
wind abated, I might get on board, and get some food
and necessaries out of her for my relief. At length,
seeing the ship almost dry, I went upon the sand as near
as I could, and then swam on board.
— Adapted from "Robinson Crusoe."
LESSON CLXXIV
ADDITIONAL EXERCISES IN COMPOSITION
To THE Teacher, — Give frequent exercises in composition similar to the
following. The written exercise should be preceded by an oral discussion of
the subject.
EXERCISE 1
THANKSGIVING DAY
1. Tell the origin of Thanksgiving Day.
2. Tell how the day was observed by the early New
England settlers.
3. Tell who appoints our Thanksgiving Day, and how
the day is observed.
4. State the benefits derived from its observance.
EXERCISE 2
THE SIGNAL SERVICE
I. Tell what the object of the Signal Service is; hov/
the warning of the approach of storms is given ; how these
weather reports aid people on shipboard and on land.
206 LESSONS IN ENGLISH
EXERCISE 3
THE HUMAN SKIN
I. Describe the structure of the skin. 2. State its uses.
3. Tell what care it needs.
EXERCISE 4
MY FAVORITE BOOKS
I. Tell which your favorite books are. 2. State your
reasons for liking each.
EXERCISE 5
Write a letter to one of your friends, giving an account
of your school work, and telling what part of the work
you like best.
EXERCISE 6
You are obliged to leave school on account of illness in
your family. Write a letter to your teacher stating the
cause of your absence from school.
EXERCISE 7
You promised to spend last evening at the home of one
of your friends, but you were unable to do so. Write to
your friend, giving a reason for your absence, and express-
ing your regret at not being able to keep the appointment.
EXERCISE 8
Write to Messrs. Light and Wood, 781 Broadway, New York,
asking them to send you samples of their letter paper sold by
the pound.
LIST OF ABBREVIATIONS
Ala . Alabama.
A.M. Before noon {ante meridiem).
Ark Arkansas.
Ariz Arizona.
Aug August.
Av. or Ave Avenue.
Cal California.
Capt Captain.
Co Company.
Co County.
Col Colonel.
Colo, or Col Colorado.
Conn Connecticut.
D.C District of Columbia.
D.D Doctor of Divinity.
Dec December.
Del Delaware.
Dr Doctor.
E East.
Esq. Esquire.
Feb February.
Fla Florida.
Fri Friday.
Ga Georgia.
Gen General.
Gov Governor.
Hon Honorable.
Idaho Idaho.
Ill Illinois.
Ind Indiana.
Ind. T Indian Territory.
Iowa or lo Iowa.
Jan January.
Jr. or Jnn Junior.
Kans. or Kan Kansas.
Ky Kentucky.
La Louisiana.
L.I Long Island.
Lieut Lieutenant.
LL.D Doctor of Laws.
M Noon (nieridies).
Mass Massachusetts.
M.C Member of Congress.
M.D Doctor of Medicine.
Md Maryland.
Me Maine.
Messrs. . Gentlemen (^Messieurs).
Mich Michigan.
Minn Minnesota.
Miss Mississippi.
Mo . Missouri.
Mon. . , Monday.
Mont Montana.
Mr Mister.
Mrs Mistress.
Mt Mount.
N North.
N.A North America.
207
208
LIST OF ABBREVIATIONS
Nebr. or Neb Nebraska.
Nev Nevada.
N.C North Carolina.
N. Dak North Dakota.
N.H New Hampshire.
N.J New Jersey.
N. Mex New Mexico.
No Number.
Nov November.
N.Y New York.
Ohio or O Ohio.
Oct October.
Okla. T. . . . Oklahoma Territory.
Or Oregon.
P Page.
Pa. or Penn Pennsylvania.
Ph. D. , . . Doctor of Philosophy.
P.M. . Afternoon {posi meridiem).
P.M Postmaster.
P.O Post-Office.
Pres President.
Prof Professor.
P.S. . . Postscript {post scriptum).
Rev Reverend.
R.I Rhode Island.
R.R Railroad.
S South.
Sat Saturday.
Sept September.
Sr. or Sen Senior.
S.C South Carolina.
S. Dak South Dakota.
St Street.
Sun Sunday.
Supt Superintendent.
Tenn . . Tennessee.
Tex Texas.
Thurs Thursday.
Tues Tuesday.
U.S United States.
Utah .Utah.
Va Virginia.
Vt Vermont.
"W West.
"Wash Washington.
Wed . Wednesday.
"Wis Wisconsin.
"Wyo Wyoming.
W. Va West Virginia.
INDEX
Abbreviations, 26, 34, 40; list of, '2>:fj-'2a'&.
Addresses, 39.
Adjective, 112.
Adjective clause, 176.
Adjective phrase, 167, 168.
Adverb, 132.
Adverbial clause, 177.
Adverbial phrase, 167, 169.
An or A, use of, 118, 119.
Antecedent, 174.
Ants and the Grasshopper, The, 30.
Apostrophe, 61, 62.
Arachne, 149.
Balder, 178.
Battle of the Frogs and the Mice, The, 48.
Body of a letter, 38.
Boy and the Nettles, The, 190.
Boy and the Wolf, The, 91.
Boys and the Frogs, The, 69.
Brown Thrush, The, 63.
Capifal letters, use of, 3, 13, 17, 19, 20, 23,
25. 35. 57. 64, 70, 74, 77-79, 82, 156.
Clauses, 173; adjective, 176; adverbial,
177 ; dependent or subordinate, 173 ; in-
dependent or principal, 173.
Comma, use of, 36, 40, 57, 59, 70, 186, 195,
198, 199, 201.
Commands, 8.
Common names, 73.
Complex sentence, 184, 188.
Composition, oral, 3, 9, 30, 48, 58, 59, 60,
66, 75, 89, 109, 128, 149, 178, 191, 195;
written, 6, 14, 20, 21, 22, 24, 29, 32, 35, 38,
41, 42. 46, 51, 54, 59, 65, 81, 85, 91, 94, 99,
104, 113, 116, 120, 128, 133, 136, 144, 152,
155, 172, 175, 178, i8t, 183, 187, 189, 192,
197, 200, 205-206.
Compound sentence, 184, 189; punctua-
tion of, 186.
Conclusion of a letter, 38.
Conjunction, 153.
Contractions, 61.
Crow and the Pitcher, The, 45.
Daffodils, The, 202.
Dates, how to read, 36 ; how to write, 35.
Declarative sentence, 159.
Dependent clause, 173.
Description, of flag, 116; of lost article,
113; of pets, 51; of rainbow, 152 ; study
of, 127.
Dictation exercises, 28, 45, 58, 60, 62, 79,
82, 98, 105, 121, 148, 157, 196, 204,
Direct quotations, 56.
Divided quotations, 190.
Dog and his Shadow, The, 9.
Exclamation point, 10, 156, 160.
Exclamations, 10.
Exclamatory sentence, 160, 166.
Explanatory expressions, 197.
Fables : Mercury and the Woodman, 193;
The Ants and the Grasshopper, 30 ; The
Boy and the Nettles, 190 ; The Boy and
the Wolf, 91 ; The Boys and the Frogs,
69 ; The Crow and the Pitcher, 45 ; The
Dog and his Shadow, 9; The Farmer
and the Stork, 57; The Fox and the
Crow, 58 ; The Fox and the Grapes, 58 ;
The Hare and the Tortoise, 60; The
Lark and her Young Ones, 191; The
Lion and the Mouse, 22; The Vain
Jackdaw, 89 ; The Wind and the Sun, 3.
Farmer and the Stork, The, 57.
Four Sunbeams, The, 85.
209
210
INDEX
Fox and the Grow, The, 58.
Fox and the Grapes, The, 58.
Given names and surnames, 16.
Gladness of Nature, The, 170.
Hare and the Tortoise, The, 60.
Has and Have, use of, 50.
Heading of a letter, 38.
How Apollo got his Lyre, 66.
How Flies Walk, 127.
How to write addresses, 39; dates, 35;
initials, 17; Master, Miss, Air., Mrs.,
34; names of cities and streets, 20;
names of the days, 23 ; names of the
months, 25; names of persons, 13; names
of the seasons, 29 ; proper names, 74 ;
the word /, 19 ; the words Uncle and
Aunt, 35.
Hyphen, the, 26 ; use of, 26.
/, the word, 19.
Imperative sentence, 159, 164.
Independent clause, 173.
Indirect quotations, 192; study of, 193.
Interjections, 156.
Intermediate expressions, 198.
Interrogation point, 5, 160.
Interrogative sentence, 159, 165.
Is and Are, use of, 44.
Lady Moon, 5.
Lark and her Young Ones, The, 191.
Letter, a, 37, 38 ; p.irts of, 38.
Letter-writing, 37-41, 42, 69, 172, 178, 183,
189, 200.
Lion and the Mouse, The, 22.
Mercury and the Woodman, 193.
Modifiers, 112; clause, 182; phrase, 181;
word, 180; position of, 180, 181, 182.
Months, The, 27.
Myths and stories : Arachne, 149 ; Balder,
178; How Apollo got his Lyre, 66;
Orpheus and Eurydice. 128; Phaethon,
75 ; Proserpine, 109 ; The Battle of the
Frogs and the Mice, 48.
Names, 12, 72; Christian, 16; common,
73 ; family, 16 ; given, 16 ; proper, 73.
Names of, cities and streets, 20 ; the days,
23; the months, 25; the seasons, 29.
Negatives, use of, 134.
Nominative forms of pronouns, 145.
Noun, 72.
Object of preposition, 139 ; of verb, 124.
Objective forms of pronouns, 146.
Order of subject and predicate, usual, 163;
transposed, 163; in declarative sen-
tences, 163 ; in interrogative sentences,
165.
Orpheus and Eurydice, 128.
Paragraph, the, 11.
Parts of a letter, 38.
Parts of speech, 157.
Period, use of, 3, 8, 17, 26, 160.
Person, 106, 125.
Phaethon, 75.
Phrases, 167; adjective, 167, 168; adver-
bial, 167, 169.
Picture lessons, 6, 14, 24, 32, 42, 54, 65, 81,
94. 104, 136, 155.
Pictures : Heli)ing Mother, 95 ; Making
the Cross-Bow, 43 ; Shoeing the Horse,
33; Soap Bubbles, 7; The Cottage, 155 ;
The Departure, 136; The Flood, 24;
The Little Sister, 55; The Maiden's
Pets, 80; The Playful Kittens, 65; The
Trio, 104 ; Who'll buy a Rabbit ? 15.
Plural forms, 87.
Plural forms of nouns, 87, 88, 90, 92, 93 ;
of verbs, 124.
Poems : Lady Moon, 5 ; Robert of Lincoln,
140; Song of the Grass Blades, 31 ; The
Brown Thrush, 63; The Daffodils, 202;
The Four Sunbeams, 85 ; The Gladness
of Nature, 170; The Months, 27; The
Sea, 108; What the Birds Say, 18.
Possessive forms, 100; of nouns, 100-103;
of pronouns, 147,
Predicate, 162.
Preposition, 139; object of, 139.
Principal clause, 173.
Pronoun, 106; nominative forms of, 145;
objective forms of, 146; possessive forms
of, 147-
Proper names, 73 ; how to write, 74.
INDEX
211
Proserpine, 109.
Punctuation, rules for, 3, 5, 8, 10, 17, 26, 56,
57, 59, 62, 70, 156, 160, 186, 190, 196 198,
199, 201.
Questions, 4.
Quotations, 56; direct, 56; divided, 190;
indirect, 192.
Quotation marks, 56 ; use of, 56, 190.
Relative pronoun, 174.
Review, 47, 67-69, 83-84, 90, 96-97, 120, 137,
204.
Robert of Lincoln, 140.
Rules for the use of, capital letters, 3, 13, 17,
19. 23, 25, 35, 57, 70, 74, 77-79, 82, 156;
marks of punctuation, 3,5,8, 10, 17, 26, 56,
57, 59, 62, 70, 156, 160, 186, 190, 196, 198,
199, 201 ; plural forms of nouns, 87, 88,
90, 92, 93, 94 ; possessive forms of nouns,
100, loi, 103.
Salutation, 38.
Script exercises, 2, 3, 5, 19, 21, 23, 25, 37, 39.
Sea, The, 108.
Seasons, The, 29.
Semicolon, use of, 186.
Sentence, i; complex, 184; compound,
184 ; declarative, 159 ; exclamatory, 160 ;
imperative, 159; interrogative, 159; sim-
ple, 184.
Sentences, forms of, 183 ; uses of, 159.
Selections, for study, 85, 98, 105, 114, 127,
140, 170, 202; to be memorized, 5, 18, 25,
27, 31, 63, 108, 114, 140, 170, 202.
Simple sentences, 184, 185.
Singular and plural forms of verbs, 124.
Singular form, 87,
Song of the Grass Blades, 31.
Stanza, 6.
Statements, 2.
Statement, two parts of, 71.
Study of a description, 127.
Study of selection, 85, 98, 105, 114, 127, 140,
170, 202.
Subject, 162.
Subordinate clause, 173,
Summary of rules for capital letters, 70;
for marks of punctuation, 70.
Surname, 16.
The and An or A, 117.
The, use of, 118.
Titles, 34.
Transposed expressions, 200.
Uses of sentences, 159.
Vain Jackdaw, The, 89.
Verb, 122; intransitive, 123; object of, 124;
singular and plural forms of, 124; sub-
ject of, 122; transitive, 123.
Was and Were, use of, 46.
Wind and the Sun, The, 3.
Vv^hat makes the Ocean Salt ? 98.
What the Birds Say, 18.
Words after is and was, 150.
Words derived from proper names, 81;
how to write, 82.
Words that assert, 122 ; connect, 153 ; de-
note possession, 100; describe, 112;
point out, 116; show how, 129; show
when, 131; show where, 132; show rela-
tion, 139.
Words, to use with you, 53; used for
nouns. 106.
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11847
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